體驗式教學模式之課程設計與實踐――以「注音符號教學」為例

Curriculum Design and Practice of Experiential Teaching Model—Taking“Teaching Phonetic Symbols”as an Example

在教育部十二年國民教育基本課程綱要中，國語文的學習表現分為聆聽、口語表達、標音符號與運用、識字與寫字、閱讀以及寫作等六項；學習內容分為文字篇章、文本表述、文化內涵三大主題，其中文字篇章的基礎在於標音符號。在第一學習階段中，注音符號是把思想化為文字的媒介與工具，其主要的教學目標在於使學生能夠學會注音符號的基本能力，以及運用能力。足見注音符號在國語文教學中的重要性。
本研究以「注音符號教學」課程為主，目的有二：一為建立以體驗式教學模式為主的課程模式，二為瞭解學習者參與此課程的專業知能發展情形。本研究課程採取行動研究法，參與者為「注音符號教學」課程52位學習者，每單元結合體驗式教學模式進行教學設計，研究工具以質性資料為主，量化資料為輔。研究成果有二：一是具體建立「注音符號教學」之創新模式；二是學習者參與此課程後，專業知能有所提升，並能具體產出注音符號教具與教案，未來能運用所學於真實教學現場。最終希望研究者所建構的創新教學模式可提供教學實務性課程之建議與參考。

According to the Ministry of Education’s 12-year National Education Curriculum Guidelines, the learning performance of Mandarin Chinese is divided into six aspects: listening, oral expression, phonetic symbols and their applications, literacy and writing, and reading and writing. Learning content was categorized into three main themes: textual discourse, text expression, and cultural connotations, with the foundation of textual discourse being phonetic symbols. In the first stage of learning, phonetic symbols serve as the medium and tool for transforming thoughts into text. The primary teaching objective was to enable students to learn the basic and applied abilities of phonetic symbols, highlighting their significance in Mandarin Chinese instruction.
This study focused on the“Teaching Phonetic Symbols”course, aiming to achieve two objectives: first, to establish a curriculum model centered on experiential teaching methods, and second, to understand the professional knowledge and skill development of learners participating in this course. The course adopted an action research approach, involving 52 learners in the“Teaching Phonetic Symbols”course. Each unit integrated experiential teaching methods into its instructional design. The research tools primarily include qualitative data supported by quantitative data. There were two outcomes: the establishment of an innovative model for“Teaching Phonetic Symbols, and the enhancement of learners’professional competencies, enabling them to produce phonetic symbol teaching aids and lesson plans. The ultimate goal is to apply the acquired knowledge to real teaching scenarios in the hope that the constructed innovative teaching model can provide practical suggestions and references for teaching practice.