高中學生國語文詩歌閱讀特徵與策略之探討

A Study on Chinese Poetry Reading Characteristics and Strategies of High School Students

本研究旨在探討高中學生的國語文詩歌閱讀特徵與策略，研究者以臺灣北區三間公立高中職的學生為研究參與者，透過分析學生閱讀詩歌與訪談資料，瞭解學生閱讀詩歌的差異情形。研究結果顯示：在詩歌閱讀特徵上，學生普遍對富含特殊情境意義與聯想的詞語感到困難；能力較佳的學生對詩句中字詞單位的辨識較嫻熟，在詮釋詩歌時也能提出自己獨立的見解；能力中等的學生能大致把握詩歌內容，但難以自行探索抽象意涵；能力較弱的學生基礎閱讀能力不足，對文字的推論想像較片面。在詩歌閱讀策略上，學生能以人事時地物為線索串聯詩句，並在整體主題及細部詞語內涵間相互闡發補充；能力較佳的學生能關注詩歌獨特的寫作特徵、意象排列及詩形結構，進行獨立閱讀；能力中等的學生能辨識詩歌重要意象並留意結尾處對詩人態度的暗示；能力較弱的學生會逐字逐句詮釋梳理詩句。研究者最後歸納出不同閱讀能力的學生，如何運用詩歌閱讀策略產生各自的閱讀特徵。
根據研究結果，研究者提出二項教學建議，冀能回饋給現場國語文教師：(1)以詩歌文體要素規畫教學主題，引導學生發展系統性的詩歌閱讀策略；(2)彈性調整教學內容與方法，回應學生的差異性及學習需求，幫助學生有效學習。

The purpose of this study is to investigate the reading characteristics and strategies of high school students regarding Chinese poetry. Students from three public high schools in northern Taiwan were selected for this investigation. Through analyzing students’poetry reading and interview data, the researcher closely examines variations in students’engagement with poetry. The findings are as follows: In terms of reading characteristics, students generally find it challenging to understand words with special contextual meanings and associations. Those with better reading abilities demonstrate proficiency in recognizing words in poetic lines and offer unique insights when interpreting poetry. Students with average reading abilities are able to grasp the general content but struggle with abstract implications. Conversely, those with weaker reading abilities lack foundational reading skills and show limited inferences and imagination in textual analysis. In terms of poetry reading strategies, students are able to connect clues across poetry lines through elements such as people, events, time, places, and objects, and they mutually expound and supplement between the overall theme and the nuanced connotations of individual words. Students with higher reading abilities focus on unique writing features, imagery arrangement, and poetic structure, facilitating independent reading. Average readers recognize important poetic imagery and focus on the implications of the poem’s ending in relation to the poet’s attitude, whereas weaker readers tend to interpret poems word by word. The researcher, in the end, summarizes how students of varying reading abilities employ different poetry-reading strategies, thereby developing their own unique poetry-reading characteristics.
The study concludes with two instructional suggestions for high school Chinese teachers: 1) Use stylistic elements of poetic genres to design and organize the teaching themes, aiding the development of systematic poetry reading strategies. 2) Adjust teaching content and methods flexibly based on students’reading levels and learning needs to enhance their understanding of poetry.