破解詩歌教學密碼──高中國語文教師詩歌教學策略探究

Deciphering the Code of Poetry Instruction: Exploring Chinese Poetry Teaching Strategies of High School Chinese Teachers

本研究以4名高中國語文教師為研究對象，使用課堂教學觀察、深度訪談，並蒐集相關文件資料，進行為期一年的質性多重個案研究。研究者從文體特色、內涵理解、創作與發表三個面向，探討4名高中國語文教師的詩歌教學實踐，以歸納出有效的教學策略。本研究最後提出研究建議，提供國語文教師實施詩歌教學之參考：一、把握詩歌獨特的文體特色，有助學生理解與鑑賞詩歌；二、積累文化底蘊、連結個人生命經驗，深化對詩歌內涵的思考；三、營造討論對話的學習情境，啟發學生多元觀點的交流；四、規劃詩歌創作發表的學習任務，激發學生的寫作創意和興趣。

This study focused on poetry teaching practices of four high school Chinese teacher. Classroom observations, in-depth interviews, and collection of relevant documents were used to conduct a year-long qualitative multiple case study. The researcher explored the poetry teaching practice of four high school Chinese teachers in three dimensions: genre characteristics, content comprehension, and writing and presentation. The goal was to deduce effective poetry teaching strategies. The study concludes with suggestions for future research and provides a reference for high school teachers teaching Chinese poetry: 1.Understanding the unique characteristics of poetry help students understand and appreciate poetry; 2.Accumulating cultural heritage and connecting personal life experiences can deepen the reflection of poetry; 3.Building a learning environment for discussion and dialogue can inspire students to share diverse perspectives; 4.Designing learning tasks for poetry writing and presentation can stimulate students’ creativity and interest in writing.