四書提問思辨及素養之教學實踐

Teaching Practice of Questioning, Critical Thinking, and Cultivation Through the Four Books

本文藉由大一四書課的教學，以提問思辨及素養學習為導向，不以傳統講述為主，兼含以學生為主的課堂教學，在教師引導、學生實作的過程中，共同進行四書的教學實踐。在提問思辨方面，藉由訓練學生如何提問，形成對文本的問題意識，在如何問問題中，了解為何問？如何問？並在提問後，於課堂分組討論中，學習者對問題有更深入了解，有助於開拓思維、強化與同儕間的溝通學習。素養學習方面，學生學習將古人觀念與現代情境結合進行價值思辨，或將古人轉化為現代語境進行論述。在不斷提問、討論中，學生對四書內容可更加深入了解，並在四書完整的思想脈絡中，思索及形塑自己的人生觀、價值觀；且在孔子、孟子等人的教育觀中，對有志於成為教師的學生們建立教學觀念、思考如何與現今教學體制結合。

This article focuses on teaching the Four Books to college freshmen, with an emphasis on questioning, critical thinking, and competence learning. The approach deviates from traditional lecture-centered methods and integrates student-centered classroom instruction. Through the collaborative process of teacher guidance and student engagement, the teaching practice of the Four Books is realized.
Regarding questioning and critical thinking, students are trained to formulate questions, developing an awareness of textual issues. They learn not just how to ask questions, but also why and how to ask. Through group discussions following the questioning process, learners gain a deeper understanding of the issues, aiding in expanding their thinking and enhancing peer-to-peer communicative learning.
In terms of competence, students learn to juxtapose classical ideas with contemporary contexts for value-based contemplation or reinterpret ancient concepts in modern discourse. Continuous questioning and discussion enable students to delve deeper into the content of the Four Books. Within the comprehensive ideological framework of the Four Books, they contemplate and shape their own life perspectives and values. Moreover, through exploring the educational perspectives of Confucius, Mencius, and others, aspiring educators among the students develop teaching concepts and contemplate how to integrate them into the current educational system.