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    Title: 國語流行歌曲融入國中國文修辭教學之行動研究
    Other Titles: An action research of Chinese rhetoric teaching through popular songs in junior high schools
    Authors: 高敬雯;Kao, Ching-Wen
    Contributors: 淡江大學課程與教學研究所碩士班
    朱惠芳
    Keywords: 國語流行歌曲;修辭教學;創意教學;遊戲教學;Chinese popular songs;Chinese rhetorical teaching;Creative teaching methods;Game teaching
    Date: 2011
    Issue Date: 2011-12-28 17:31:43 (UTC+8)
    Abstract: 本研究旨在探討應用國語流行歌曲融入國中國文修辭教學,並了解國中生學習修辭的情形。修辭技巧和寫作能力是相輔相成的關係,閱讀也是培養學生學習力和競爭力的根基,要讓學生喜歡閱讀,可以透過文字的美感及趣味著手,修辭概念及修辭技巧的培養就是很好的入門方式。本研究從國語流行歌曲著手,帶領學生學習修辭技巧,希冀從學生的興趣切入教學,能引發學生的學習動機,帶給學生不一樣的課程感受。
    本研究的創意修辭教學目的有三:認知方面,讓學生了解十九種修辭格的定義和應用;技能方面,學生能分辨修辭格且會應用於寫作中;情意方面,學生能賞析文學作品、培養文學美感。
    本研究之研究目的如下:
    一、設計符合九年一貫課程,國中國文修辭能力指標融入國語流行歌曲的創意 修辭課程;
    二、探究融入國語流行歌曲的國中創意修辭課程之教學實施歷程;
    三、了解國中生在融入國語流行歌曲的創意修辭教學中的學習成效;
    四、透過行動研究歷程,促使研究者反思,提升教師專業發展知能。
    本研究以行動研究為主,輔以觀察法、訪談法及問卷調查法,蒐集相關資料,進行資料的分析和探究。本研究蒐集的資料包括研究者省思札記、協同觀察者之記錄與建議、錄影(音)資料、學生的文件資料、課程感受問卷。
    創意修辭教學實施後,進行資料整理和分析,歸納出本研究的七項結論,概述如下:
    一、國語流行歌曲為國中國文修辭教學灌注新生命:
    透過「文字藝術師」、「大放『絕』詞」、「話中有畫」、「重修『就』好」等創意教學策略,帶給學生前所未有的課程感受。
    二、創意修辭教學的實施歷程包括五個階段:(一)確立教學目的;(二)蒐集教學媒材;(三)進行課程設計;(四)實施教學活動;(五)教師的省思和修正。
    三、國語流行歌曲的修辭分析結果以譬喻、轉化、類疊居多。
    四、創意修辭教學有助於提升國中學生的學習興趣:
    透過遊戲和創意的教學方式,成功引發學生學習的動機,學生對於這樣的課程感興趣,願意繼續上課的意願很高。
    五、國語流行歌曲變化快速,教師應邁開與時俱進的步伐:
    教師若使用國語流行歌曲進行創意修辭教學必須要與時俱進,了解學生的喜好和興趣,始能成功引發學生的學習興趣和動機。
    六、合作學習有利於人際互動的培養:
    學校就像是小型的社會,人與人的互動是最基本的能力。合作學習的學習方式宜長時間施行,讓學生瞭解合作學習的精神,並建立自己的人際互動關係。
    七、嫩芽教師也能茁壯成大樹:
    當一位好老師不是天生的,是需要磨練的!
    The purpose of this study is to discuss the compatibility of applying Chinese popular songs to Chinese Rhetoric Teaching and to know junior high school students’ learning ability while studying Chinese rhetoric. There’s a strong relation between Chinese rhetorical skills and writing abilities, and reading is the foundation to cultivate students’ learning ability and competitiveness. In order to have students become fond of reading, cultivating students to know and to use the rhetorical concepts and skills is an excellent and basic way which the researcher can start teaching them to appreciate the beauty and fun through words. This study is started by studying Chinese pop songs, leading students to learn the skills of Chinese rhetoric. The researcher hopes to inspire students’ motivation, giving them another view in classes.
    This study contains the following purposes:
    1. The curriculum design corresponds to the creative rhetorical courses of integrating junior high school rhetoric competence indicator at Mandarin to Chinese pop songs.
    2. Studying the actual teaching processes in integrating Chinese pop songs to creative rhetorical courses in junior high schools.
    3. Realizing the learning effectiveness in the junior high school students during the creative rhetorical courses.
    4. Urging the researcher to introspect through studying the action research processes, thus improve teacher’s professional development.

    This study is mainly on the basis of action research, with several other methods such as observation, interviews and questionnaire surveys. After collecting all the information, the researcher will start analyzing and studying the data, including researcher’s introspective journals, assisting observers’ records and suggestions, video and audio files, students’ files, and the courses’ questionnaire.

    After the creative rhetorical teaching is set forth, the researcher will sort through and analyze the information. Here are the seven conclusions briefly.
    1.Chinese popular songs give a brand new life to Chinese rhetorical teaching in junior high schools. Some creative teaching strategies can bring students to a whole unprecedented feeling during the classes.
    2.There are five stages during the “carrying-out” processes of creative rhetorical teaching. They are: (a) setting the teaching objectives, (b) collecting teaching media, (c) starting to design the courses, (d) carrying out the teaching activities, and (e) teacher’s introspection and revision.
    3.The analysis of Chinese popular songs shows that the most common rhetorical forms are metaphor, conversion, and repetition.
    4.Creative rhetorical teaching has a positive effect on increasing junior high school students’ learning interests. It can inspire students’ learning motivations successfully, and the numbers of those students who are highly interested in Chinese rhetorical courses are big. And also, they are willing to keep having this kind of courses.
    5.Changes of Chinese pop songs are rapid, and teachers should stride out to keep up with time. Teachers who use Chinese pop songs to teach have to update themselves very often in order to keep up. Also, they have to understand what students like and what their interests are so that teachers can inspire their motivation and learning purposes successfully.
    6.Cooperative learning gives advantages to students to cultivate interpersonal relationship and interactions. A school is similar to a tiny society, and the method of cooperative learning should put into practice for a period of time so that students will realize the spirit of cooperative learning, establishing a good interpersonal relationship on their own.
    7.A rookie teacher can be an expert! It takes tons of practices and hard work to become an experienced teacher while a good teacher isn’t born to be one.
    Appears in Collections:[課程與教學研究所] 學位論文

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