Volume 58 No.2 - 2012-06-30

Exploring the Definition of Narrative Curriculum and Its Theoretical Foundations: An Approach to Improve Children's Literacy

敘事課程界定與論述基礎之探究－提升學童語文識能的取徑

Author：
Liang-Ping Jian / 簡良平
Keyword：
literacy, narrative, narrative curriculum / 識能、敘事、敘事課程
  • Summary
  • Chinese Summary
  • Reference
  • Scholarly references
Children’s literacy education includes basic lexicon acquisition, reading, and writing. By means of reading lessons and plans, children’s abilities in reading, comprehension, and write can be significantly improved. This essay aimed to explore the meaning of narrative curriculum and its theoretical foundations for classroom use in the context of developing children’s reading skills. The narrative curriculum referred to in this essay focused on texts as a medium for literacy development. The curriculum’s objective was to improve children’s reading comprehension and their narrative skills. This essay also discussed which texts are the most valuable for inclusion in narrative curriculum and the principles of text selection and organization. A narrative curriculum was designed to promote children’s interactions with the text, develop activities to improve their reading, thinking, and narrative skills, as well as to encourage them to develop their critical thinking. This essay drew heavily on narratology, cognitive psychology, and socio-cultural perspectives to elaborate on the qualities of narrative and discusses how these theories could be applied to the objectives, contents, and implementation of narrative curriculum. Factors in the implementation of the curriculum, such as the planning of schedules, were taken into consideration in order to evaluate the current reality of children’s literacy development. The essay also elaborates upon the connection between educators’ lesson plans/teaching strategies and the implementation background so as to effectively achieve the goal of improving students’ literacy.
學童語文識能（literacy）包含識字、閱讀與寫作的基本能力，透過閱讀課程與教學規劃，可以有效提升學童識字、理解策略及書寫的能力。本文為提升學童語文識能發展敘事課程，此處目的在界定敘事課程的意義及其基礎論述，做為課程實踐依據。本文的敘事課程偏重選擇敘事文本為發展語文識能的媒介，課程目標在發展學童敘事理解與敘事能力表現。本文探討何種敘事文本最具價值，納入敘事課程，討論有關文本選擇及組織的原理原則。敘事課程的實施，以促進學童與文本的交互作用、規劃學童發展閱讀思考及敘事能力、鼓勵學童發展批判詮釋能力等活動為原則。本文多引述敘事學、言說心理學研究、社會─文化觀點，論述敘事的特質，討論應用理論於敘事課程目標、內容、實施等項目的考量。最後結語關注敘事課程實踐要素，包含課表時間規劃、觀察與評量學生語文識能發展實況、討論教師課程知能及教學策略、課程實施環境條件等要素之間的關聯性，以能具體達成提高學童語文識能的目標。

APA 格式
簡良平(Liang-Ping Jian)（2012年06月30日），〈敘事課程界定與論述基礎之探究－提升學童語文識能的取徑〉。《教育研究集刊》，2014年01月26日取自：http://bulletin-en.ed.ntnu.edu.tw/bookindex/?id=1274&mode=detail

 

MLA 格式
簡良平(Liang-Ping Jian)，〈敘事課程界定與論述基礎之探究－提升學童語文識能的取徑〉。《教育研究集刊》第 58 期（2012），取自：http://bulletin-en.ed.ntnu.edu.tw/bookindex/?id=1274&mode=detail


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