以未來為導向的英文閱讀課程：人權教育及多模態批判性素養融入的教育實踐

A Future-Oriented English Reading Course: Integrating Human Rights Education and Multimodal Critical Literacy into Practice

本研究旨在回應技專院校英文閱讀教學的挑戰。學生對英文閱讀的普遍認知偏向應試、選擇題答題導向，缺乏多模態閱讀經驗與批判性素養，並忽略語言背後的社會、文化與國際脈絡。透過人權議題多模態英文文本，引導學生與國際議題互動，並運用可視化思考歷程活動，培養批判思維與多模態識讀素養，將英語閱讀轉化為兼具文化敏感度、社會關懷與全球公民意識的實踐歷程。研究設計以Freebody & Luke的The Four Roles／Resources Model為基礎，結合線上人權教材、思考歷程活動及課後延伸任務（例如寫信馬拉松），於《進階英文閱讀》課程中實施。研究採混合式方法，蒐集量化與質性資料，檢視課程對學生批判力與思考力的影響，並探討學生與教師的經驗反饋。研究結果顯示，學生在問題意識養成、連結生活經驗、組織資訊與反思應用等方面皆有明顯進步，並展現較高層次的理解與多元觀點的接納。學生態度由被動逐漸轉向主動，展現追求真相與社會關懷力。課程原創性在於將人權教育、多模態識讀與批判性素養融入英語閱讀，突破傳統教材與測驗導向。未來課程建議採用真實世界的多模態素材與多元評量，並強化教師反思，以培養具批判力、跨文化理解與社會實踐力的國際英語使用者。

This study aims to address the challenges faced in English reading instruction at technical and vocational universities. Students commonly view English reading as an exam-oriented task centered on answering multiple-choice questions. They often lack multimodal reading experiences and critical literacy, and tend to overlook the social, cultural, and global contexts embedded in language. To address these issues, the course under study engaged students with multimodal English texts on human rights topics, guiding them to interact with international issues and employing visualized thinking routines to foster critical thinking and multimodal literacy. In this way, English reading was transformed into a process of cultivating cultural sensitivity, social awareness, and global citizenship.
Grounded in Freebody and Luke’s Four Roles/Resources Model, the course integrated online human rights materials, thinking routine activities, and extended tasks such as Write for Rights. Implemented in an Advanced English Reading course, it adopted a mixed-methods design, collecting both quantitative and qualitative data to examine its impact on students’critical and reflective capacities, as well as their learning experiences alongside teachers’perspectives.
Findings indicate that students demonstrated notable improvement in problem awareness, connecting learning with lived experiences, organizing information, and reflective application. They also showed higher levels of comprehension and greater openness to multiple perspectives. Students’attitudes shifted from passive to proactive, reflecting a pursuit of truth and heightened social engagement. The originality of this course lies in integrating human rights education, multimodal literacy, and critical literacy into English reading instruction, moving beyond textbook-based and exam-driven practices. Future curriculum development should incorporate authentic multimodal materials, diversified assessment, and strengthened teacher reflection to cultivate international English users with critical thinking, intercultural understanding, and a commitment to social engagement.