習慣領域與學習成效—以大學國文課程為例

Habitual Domains and the Learning Achievement: in the Case of the Chinese Courses in University

「習慣領域」（Habitual Domains）是我們大腦內所有念頭和思路的綜合，它 深刻地影響著每一個人的人生發展，我們不僅要了解它，更要擴展它、善用它， 進而享受生命的美好。 至於教育的本質，應以學生為主體，站在受教者的立場建構教學課程與教學 活動，才能提昇學生的學習動機與成效，達到陶冶品格，啟發價值觀，進而創造 豐盛美好人生的目的。然而現今因為時代環境的影響，學生們對於未來茫然無 措，導致學習意願低落，學習成效降低。 故此，筆者此篇即嘗試以游伯龍老師習慣領域學說的運用為切入角度，不僅 闡述習慣領域學說之內涵，更在大學國文課程中實際運用學說理論，藉由結合多 元化的教材及教學活動，期望喚起學生們的學習動機與熱誠，擴大、轉化他們的 習慣領域，不僅提昇學習成效，更能創造美好的生活。

“Habitual Domains” is a composite of the thoughts and ideas in our brains. It deeply affects the development of each individual life. In order to enjoy the blessings in our lives， we should not only comprehend our habitual domains but also expand and utilize them. Instructors in universities ought to take students as the target subjects and design curricula and activities from their viewpoints. These strategies will help promote students’ learning motivation and achievement. Students would then learn how to cultivate their characters， inspire their views on life and create goals for better lives. However， students are puzzled about their futures due to the influences of the drastic changes in the society. All of the above factors have resulted in low motivation and achievements in learning. In this paper， the author attempts to apply the theory of Mr. Po-Lung Yu’s “Habitual Domains” to the conducting of the Chinese courses. This paper will firstly explicate the essence of the theory and then integrate the theory into multi teaching materials and activities， in the hope of recalling students’ learning motivation and enthusiasm and enlarging their habitual domains. By doing this， the learners can enhance their achievements and create better lives.