基進經典閱讀取向之三國演義課程教學成效

The Effectiveness of ‘Romance of the Three Kingdoms’ Course Based on the Approach of Radical Education of Classics

推動經典閱讀為國內部分大專校院通識教育的主要特色或核心理念。「基進經典教育」將經典視為創新與批判的觸媒或工具，是讀者進行「文化創造與身心狀態更新變化的泉源」（鄒川雄，2006）。運用反思教學與小組討論等設計，教師可藉經典教育讓大學生在閱讀、書寫、口語表達、批判思考、人際互動等層面，奠定厚實基礎。然而，目前少有研究同時以質、量化方法，探討基進經典教育方式實際提升學生知識、技能或素養上的效益。本研究目的在了解以基進經典教育為取向的三國演義課程之效益，以及如何透過學生對課程的回饋意見持續提升課程品質。研究者於107學年度收集修習三國演義課程中38位學生的學習成效自評量表與反思作業、回饋問卷、教學評量等質性文本，以相依樣本t檢定與主題分析法探究課程實際成效。透過量表前、後測，並依照統計顯著性排序，發現學生在人際關係、簡報技巧、批判能力、情緒管理、倫理知能五個項目達顯著提升；質化資料除呼應以上結果，亦呈現學生對課程的評價與意見。透過經典閱讀課程紮實的訓練，學生人際關係與簡報技術等明顯快速提升；批判能力、情緒管理與倫理知能亦達顯著，但這類更需要實際操練的進階素養，有賴教師進一步設計課程相關的實際體驗任務，才能達成更顯著的教學成效。

Promoting classics reading is the main feature or core principle of liberal education in some domestic colleges and universitiesin Taiwan. The “Radical Education of Classics” views the classics as a medium or tool for innovation and critique, and as “a source of cultural creation and renovation in the physical and mental states” of readers (Tsou, 2006). By reflecting on teaching designs andgroup discussions, teachers can use education of classics to provide college students with a solid foundation in reading, writing, oral expression, critical thinking, and interpersonal interaction. However, few studies have examined the actual effectiveness of classics reading course in terms of improving students' knowledge, skills, and literacy in both qualitative and quantitative methods. In the 2018 academic year, the researcher collected Three Kingdoms Self-report Scale, reflective journal assignments, focus interview, and teaching evaluations from 38 students enrolled in the classics reading course “Romance of the Three Kingdoms” to investigate the actual effectiveness of the course using paired samples t-test and thematic analysis. Through the pre-and post-test, the five subscales all achieved significant improvement. Ranked in order of significance level, they were interpersonal relationship, presentation skills, critical ability, emotion management, and ethical knowledge. The qualitative data echoed the above results and also showed students’evaluations and opinions. Through the solid training in the classics reading course, students quickly improve their interpersonal relationship and presentation skills, but the more advanced skills such as critical ability, emotion management, and ethical knowledge, require more practical training by sophisticated teaching design to achieve similar results.