國中國文課堂落實素養教學的困境與突破：以學思達教學法為例

Difficulties and Breakthroughs in Implementing Competency-Based Instruction in Junior High School Chinese Classrooms: A Case Study of the Sharestart Teaching Method

本研究探討在108課綱推行下，國中國文課堂實踐「素養教學」時，如何克服「教學時間有限」、「學生程度落差大」及「教師管教權式微」等結構性困境。本研究採質性行動研究，聚焦於深耕「學思達教學法」（Sharestart）的教師社群，尋求在體制內同時提升學生「語文素養」與「學業表現」的有效路徑。研究發現，善用學思達可有效轉化教學困境：首先，透過「學思達五達五環」的運課機制，能促進學生自學與組內協作。其次，以「薩提爾溝通模式」融人師生對話，能營造具心理安全感的教室，從根本解決青春期學生易挑戰權威的情況。最後，溫和而堅定地貫徹「課堂規範」，能建立高效課堂。研究的結論：教師若能將「學思達教學」、「薩提爾對話」與「課堂規範」三者串連，便能突破國中國文課堂不易落實素養教學的困境。

This study examines how junior high school Chinese classrooms can overcome structural challenges-such as limited instructional time, wide disparities in student proficiency, and the weakening of teachers’disciplinary authority-in implementing competency-based instruction under the 108 Curriculum Guidelines. Adopting qualitative action research, the study focuses on a teacher community deeply engaged with the Sharestart teaching method, aiming to identify effective approaches within the current educational system that enhance both students’literacy competencies and academic performance. The findings suggest that the appropriate use of Sharestart can effectively alleviate persistent instructional challenges. First, the“Five Rings of Sharestart”teaching cycle promotes student self-directed learning and within-group collaboration. Second, the integration of the Satir Communication Model into teacher-student interactions helps create a psychologically safe classroom environment, thereby addressing adolescents’tendency to challenge authority at its root. Finally, implementing classroom norms with both gentleness and firmness contributes to establishing an efficient learning environment. The study concludes that connecting Sharestart instruction, Satir-based dialogue, and consistent classroom norms enables teachers to overcome the persistent challenges that hinder the implementation of competency-based instruction in junior high school Chinese classrooms.