閱讀書寫課程融入在地偏鄉教育議題之實踐歷程、學習成效與反思

The Practical Process, Learning Outcomes, and Reflection on Incorporating Local Rural Education Topics in Reading and Writing Courses

為了增進大學讀寫課程的內涵，提升大學生對偏鄉的人文關懷與社會參與，研究者發展了一個8週8單元的「議題融入」中文寫作教學。透過讓大學生認識理解書屋，並將大學生帶入部落書屋與書屋學童互動。本研究以修習「中文閱讀寫作」通識課程78位大一學生為研究參與者，以臺東的兩個書屋為研究場域，而書屋學童參與活動的人數為17人。透過觀察、訪談、學習心得、評分量表等工具蒐集資料進行教學研究。研究結果發現，讀寫課程融入在地偏鄉議題，可培育學生關懷社會的情意動機與行動參與能力；學生可習得人物專訪寫作之能力、企劃發想與溝通表達之能力，最後能執行創意讀寫的行動方案來參與社會。本研究的實踐與成果支持了讀寫課程以「議題融入」方式來參與偏鄉場域的可行性。最後，本研究提出此教學模式所面臨的挑戰與可能的解決方法，提供學界參考。

This paper presents an 8-week and 8-unit mandarin reading and writing course integrated with social topics, the purpose of which was to enhance the quality of university reading and writing courses and university students’ humanity concern and social involvement in rural communities. University students were guided to learn about and understand “tribal book houses” by interacting with the children studying at tribal book houses. This study took place in 2 tribal book houses in Taitung, with 78 first-year university students from the mandarin reading and writing course and 17 children at the tribal book houses participating. Data were collected through observations, interviews, student reports on what they learned, and the use of a rubric. The results indicated that by integrating local rural topics, the reading and writing course effectively inspired students’ affective motivation in caring about society and their ability to participate in actions. The students developed the ability to interview people and to write reports and the capability to plan projects and to communicate with people. Finally, they were able to implement an action project involving creative reading and writing for social participation. The results of this study confirmed the feasibility of incorporating social topics in reading and writing courses in inspiring students’ social involvement. Challenges confronting this teaching model are described, and possible solutions are presented for reference.