日語解讀教學上的「文本閱讀」──兩種閱讀模式之有效性

Text reading for Japanese-reading education:The effectiveness of two reading models

本研究以探討文本閱讀（text reading）之策略及其教學成效為目的。所謂的文本閱讀（text reading）筆者將其定義「以文學作品為教材，讓學習者以同伴學習的方法，去進行較深層的閱讀活動」。在實施文本閱讀教學實踐時，筆者先假設自下而上的模式（bottom-up model）及自主而下的模式（top-down mode）兩種閱讀模式（reading model）的有致性，再進行驗證。其結果如下：（1）學習者所使用的閱讀模式為，以文法項目做為策略的自下而上的模式，因此在文本閱讀中，可得知自下而上的模式的有效性；（2）在自上而下的模式中，筆者觀察到學習者會活用形式圖式（formal schema）來予測文章的舖陳，同樣地在自上而下的模式中，學習者會運用筆者在課前準備階段時所給予的內容圖式（content schema）來完成其閱讀模式。以上是有關文本閱讀指導中學習者所使用的兩種閱讀模式之有效性的分析結果。另外，在此次的分析結果中，還可以得知在進行文本閱讀中自上而下的模式指導時，學習者的圖式的建立及運用，教師扮演著相當重要的角色。

In this research, ”Text Reading” is defined as the activity of taking up masterpiece and deepening its reading comprehension by means of collaboration between class members. Along this line, firstly, it has been pondered what strategy should be taken and how best to reap the educational effect of ”Text Reading”. As for the second step to implement ”Text Reading”, a hypothesis test was conducted to measure the effectiveness of two different reading models, i.e. top-down model and bottom-up model, and thereafter verify them. The results are as follow:1. It ha s bee n confirmed that bottom-up model, which strategizes on the improvement of grammar in text reading, is effective for learners.2. It has been verified that learners are able to predict their progress in the language by making use of formal schema under the top-down model. They are also able to form reading model by making use of content schema provided by teachers at the preparation stage. This re-confirms the importance of teachers to implement reading model effectively.