大學校院國語文教學芻議－－以隱性知識之轉化為主軸

A Proposal for the Teaching Methodsof Collegiate Linguistic Materials

一般大學生大都已具備基本的閱讀能力，但如何有效地將書面材料轉化為有用的心理表徵，進而和自己的先備知識結合以產生理解、繼之應用；如何讓難以言傳的、教師所擁有的語文知識傳授給學生，讓學生領略、建構進而內化，是大學語文學習上的重要課題。此外，知道如何學習是未來成功的關鍵之一，有別於中學前以考試為目標導向的大學學習生涯，更需要自我調整等學習策略，除了文本知識傳授外，還必須教導學生如何有效閱讀與應用，以充分發展與所習知識領域相關的基模。語文教育內容不僅僅是經典，也不僅僅是文學，而應該是涉及生活的全部；訓練的內容也不僅僅是知識點的累積，而是與生活相關的語文技能。所以本文從隱性知識切入，著眼於與生活相關的語文面向，考量學術暨專業知識領域對於語文基本能力的要求，並觸及教材、教法等面向，擬於技職校院大學語文教學中融入案例教學、情境寫作、學習策略及思考訓練等，使大學語文課程兼具語文及文化、思想兩向度(語文為內容向度，文化、思想、學習策略等為歷程向度)，提出些許看法，建構大學語文課程設計與教學策略，期對語文教學能有所裨益。

Generally, a college student knows how to read. It is, however, another question that one can transfer what has learned from textual materials to practical psychological representations effectively, connect it with one’s own previous knowledge, and to apply the understandings thus generated. The education in colleges is quite different from that in high schools which, as we know it, is examination-oriented. On the one hand, it is one of the fundamental issues of teaching language in college that a teacher manage to give students the hard-to-express knowledge. On the other, knowing how to learn is one key to success in the future. College students, therefore, need to adjust themselves and their learning strategies as well. That is, a student has to learn more than text-related knowledge and a teacher to guide the learner to effective learning and application and to teach one how to fully develop personal schema based on what has learned. Moreover, the contents of teaching language are not limited to classics, nor to literature, it has to cover all the linguistic skills necessary for living. This study introduces the case method, the situational writing, the learning strategy, and the thinking-training to the language courses in college. Departing from the tacit knowledge and aiming at the linguistic aspects concerning living, it takes into account the basic for professional knowledge requirements, the learning materials, and the teaching methods. It is hoped that the linguistic courses in college will then feature both linguistic and cultural-thought dimensions (the former is the content dimension and the latter, including the culture, thought, and learning strategy, is the process one). To the design of collegiate language programmes and learning strategies, some ideas are suggested through this study.