科普敘事融入中文思辨與表達課程教學實踐研究

A Teaching Practice Research of Popular Science Narration Integrated into the Critical Thinking and Expression in Chinese Course

科普敘事結合專業知識與語文表達技巧，能夠以科普知識口頭短講的形式，也能透過科普文章的寫作來展現。本文以112學年度第1學期中文思辨與表達，包含管理學院四個科系和科技學院五個科系，四個班級共156名學生為研究對象，透過科普敘事教材的研發、教學流程與內容設計，建構有助於學生學習的創新課程方案。學習成效評估以學生分組互評結果與質性文字回饋意見、科普敘事作品評分標準暨學生作品審查結果、學生學習成效質性問卷，以及教學效果學生意見網路調查結果作為依據，採三角校正研究與分析。研究結果發現學生多能掌握科普敘事的特色與技巧，善用比喻，適時舉例，科普敘事的口說能力優於文章撰寫表現。這說明以知識輸出帶動自主學習，可提升學生的課堂參與度，但口頭短講後，應舉出文章範例，指導撰寫方法，方能提升科普敘事從說到寫的能力。本文所提出的課程方案與實踐成果，提供教學參考。

A popular Chinese science narration requires both professional knowledge and Chinese expression techniques. It could be presented through elevator pitches or by writing popular science articles. The research participants of this project were students from the Chinese thinking and expression course in the first semester of the 112-school year. They are students from four course of departments of Management and five courses of department of Science and Technology. There are four classes, a total of 156 students. Through the research and development of the teaching material of popular science narration, teaching process and content design, we construct an innovative course that helps students learn. The results of peer evaluation, qualitative feedback, popular science narration grading criteria, the result of the review of student works, learning effectiveness questionnaire, and online survey result of teaching effectiveness, all of these were used triangulation to analyze and evaluate the learning effectiveness. The research result showed that students could master the features and techniques of popular science narration. Most students could use imagery and give an example at the correct time. Also, their oral technique of popular science narration was better than writing. This showed knowledge output could promote self-directed learning. But when an elevator pitches is finished, we could give some articles as examples, and provide writing guidance. Students could upgrade their skills from oral to literal writing of popular science narration. This research indicated the curriculum plan and practical achievement could be used as teaching references.