中學閱讀活動新猷：以多文本讀寫進行大問題探索

The New Initiatives in Middle School Reading Activities: Inquiring the Big Questions through the Use of Multiple Texts to Read and Write

本文根據一份明星高中開給高一新生的暑期閱讀書單進行分析，雖然閱讀不一定都要帶著目的性，但當教師希望幫助學生達到「透過閱讀而學習」（read to learn）的目的時，便應思考如何使閱讀內容更具連貫性。本文建議教師可參考Wiggins與McTighe（2005）的「逆向設計」（backward design）課程設計原則來規劃閱讀書單，包括思考如何選書才能扣緊最需要學習的「大概念」，以及思考哪些學習任務可做為學生習得「大概念」的合理證據，以設計閱讀後的活動。本文最後也分享幾個過去曾執行過的實徵研究結果，以提醒中學教師未來在替青少年開列閱讀書單時可優先考慮的主題。

Based on the summer reading lists provided by two prominent high schools in Taiwan, this paper argued that although reading for fun is important, it is also crucial to make the texts be more thematically coherent, if reading to learn is the main purpose. This paper suggested that in order to achieve this goal, the principles of Backward Design (Wiggins & McTighe, 2005) could be utilized. In particular, teachers could fi rst understand what the most important developmental issues (also called “Big Questions”) students are facing, and then choose the books that echo with those issues, and design the process writing activities accordingly. At the end of this paper, the author also provided suggestions from the previous findings of empirical studies conducted in middle schools.