攝影與寫作整合教學效果之研究：在國語文領綱中相遇

Research on the Integrated Teaching Effect of Photography and Writing: Meet in the National Language Guide

本研究旨在談討十二年國民基本教育課程綱要國語文領域核心素養之內涵以及如何在領綱中將攝影構圖與寫作學習表現能力作結合。語文是一切學習的根抵，聽、說、讀、寫如何進行綜合能力之學習與表現，研究者在國小擔任六年班導師，致力於寫作能力之培養，故本研究透過「創造思考取向之寫作教學」教學策略，運用攝影構圖探究「B溝通互動—B3藝術涵養與美感素養」核心素養之概念。本研究發現以「環境模式」及「創造思考取向」二種教學策略，與十二年國教語文領域課綱之學習表現相同，從寫作文章歸納出思考力、聯想力的結合，學生亦能提升寫作基本能力，能掌握寫作步驟，寫出表達清楚、段落分明，符合作文主題的標題。此探討結論可供有教學現場教師參考，在寫作教學策略上可用多元方式進行，以增進孩童對於寫作能力的養成。 The purpose of this study is to discuss the connotation of the core literacy of the Chinese language field in the 12-year National Basic Education Curriculum and how to combine the composition of photography with the ability of writing and learning in the outline. Language is the root of all learning. How to listen, speak, read and write how to conduct comprehensive learning and performance. This study uses the teaching strategy of “creating thinking-oriented writing teaching” Using the photographic composition to explore the concept of “B communication interaction - B3 art conservation and aesthetic literacy” This study finds two teaching strategies: “environmental model” and “creative thinking orientation”, Same performance as the 12-year National Language Curriculum. From the writing of the article to sum up the combination of thinking and association. Students can also improve their basic writing skills, master the writing steps, and write headlines that are clearly expressed, clearly defined, and consistent with the essay theme. The conclusion of this discussion can be used as a reference for teaching teachers. It can be carried out in a variety of ways in writing teaching strategies to enhance children's ability to develop writing skills.