從「文學閱讀者」轉化為「文學帶領者」：專案式學習理念融入大學生探究生命大問題之行動研究

From“Literature Readers”to“Literature Leaders”: An Action Research on the Integration of Project-based Learning into College Students’Exploration of Big Questions in Life

本研究旨在探討如何融入專案式學習之理念重新設計「文學與情感教育」這門大學選修課程，並運用行動研究發展一個專題實作課程，希冀讓大學生逐步透過文學閱讀討論與文學帶領活動，以啟發他們探究與生命有關之大問題的思考深度和提升學習投入。課程第一階段由教師帶領大學生進行文本閱讀討論和大問題反思寫作，第二階段則由大學生設計教案並實際帶領高中生進行文學閱讀。課程參與對象含大學生53 人，及高中生30 人。研究結果顯示，文學閱讀討論與反思寫作能讓大學生進一步去理解、發展和修正對生命大問題的思考；當搭配文學帶領活動的實務經驗，大學生對未來學習更能產生新動力和具體規劃。本研究針對整體課程進行反思，並根據研究發現提出相關建議以提供未來閱讀相關課程之參考，進而豐富大學生的情感和生命經驗。

The purpose of this study was to explore how to integrate project-based learning into an elective undergraduate-level course, Literature and Affective Education. Action research was adopted to develop a two-stage hands-on course. By involving college students in literature reading and literature teaching, this course aimed to deepen their thoughts on life’s big questions and to improve their learning engagement too. First, the course teacher led college students to inquire big questions through literature reading, discussion and reflective writing, then, the teacher assigned these college students to develop literature reading syllabus and teach high school students. The course participants included 53 college students and 30 high school students. The results showed that literary reading and reflective writing deepen college students’ understanding about the big questions in life, and enable students to further develop and modify their thoughts on this. In addition, through the hands-on experience of literature teaching, undergraduates rebooted their learning motivation and facilitated them to make more concrete plans for future learning. Based on the study’s findings and our reflections, we provide suggestions for future courses on reading literacy.