生命關懷視域中之語文教學研究－以隱性知識顯性化為基礎之探究

Language Education in the Horizon of Life-Caring:An Investigation Based on the Tacit Knowledge and Horizontverschmelzung

語文教育內容不僅僅是經典閱讀，也不僅僅是文學賞析，而應涉及生活的整個面向。語文教學著重文化傳承，亦攸關學習者的生命與生活。在生命關懷視域中的語文教學，強調在教師的引導下，珍視學生獨特的感受、體驗與理解，繼而發展個性化閱讀、寫作，與深化閱讀的語言學習活動。在教學實踐中的素材，大量的語文經驗來自作者生活，這類文本的生命內涵隱含在文字符碼後，是作者在特定時空中的感悟，具有隱性知識的特質；如果在經典文獻外，再擇取貼近學生視域的素材，如此不僅得以體現時代氛圍與現代意識，還聯繫了學生的經驗世界與想像世界。情感是成就生命教育終極意義上的一個重要方面，生命關懷視域下的語文教育，也就是讓學生置身於各種感情波動的情境當中，藉由心靈碰撞中理解人生、感悟人生真諦。研究者著眼於隱性知識之啟示，在生命關懷視域下，設計以生命關懷為取向的語文教學課程，以技術學院同學為對象，提供學生觀察、探索與思考的語文學習環境與機會，並透過研究者的觀察、蒐集個案、學習單、學習檔案、討論與回饋，以分析學生學習狀況；引導學生透過文本/影像，經由引導、對話，與同儕間之溝通與討論，發現、探究生命的意義與價值。希望藉由這樣的論述架構設計，提供一個文本/影像/生命三者間之對話場域，並對生命關懷視域下之語文教學提出一些心得與看法，期對生命教育理論研究與實踐探索有所裨益。

The purpose of this study is to propose a space for the dialogue between text/image and life by the designated structure of discourse. It is also to guide learners to the exploration and discovery of meanings of and values in life through the inquiry of text/image. Reading and writing are activities to deepen our comprehension of language.The materials for teaching language come from the huge amount of life experiences ofauthors and behind their texts， the codes， lie the life connotations of these authors， which are the enlightenments of them in specific situations and bear the characteristics of tacit knowledge. In addition to classic texts， if we could also adopt materials close to students’\rhorizons， it is not only to embody the spirit of an epoch and modern consciousness but to connect students’ empirical worlds to the imaginary ones. Seen from the perspective of tacit knowledge， it is also the process through which a learner reassembles one’s tacit knowledge. The feeling is one most important aspect of life achievement in its ultimatemeaning. To place language education under the horizon of life-caring is to place students in an environment in which they face the waves of feelings and realize the meaning of life and are to be enlightened by the impacts of feelings on their minds. Under the horizon of life-caring and benefited from the insights of tacit knowledge， the author designed alife-caring-oriented course adopted in classrooms at an institute of technology. Based on the observation and materials such as empirical cases， learning-sheets， learning records，discussions， and feedbacks， the students’ practices of learning are analyzed.