生命教育、批判思考與論述寫作的融合：以「大學國文」為實踐場域

Integration of Life Education, Critical Thinking, and Discourse Writing: Taking“College Chinese”as the Practice Field

「人文閱讀與論述表達相輔相成」作為大學國文的教學理想，實際在教學現場上卻呈現生命感知與理性論述雙軌並行的局面。面對此教學困境，研究者不斷思索：該如何讓文本與生命共鳴的內在反思辯證過程，與強調分析、整合不同文本議題、論點以及論述方式的思辨性閱讀結合，進而化為批判思維而開展出組織嚴謹且邏輯縝密的論述寫作？考量生命思辨與文化經典、批判思維的人文契接性，以及因應近年北部某國立大學自殘學生日益增多的現況，研究者認為以生命教育融合批判思考與論述寫作的學習導向來設計出能相互接引的教學法，「大學國文」課程才有可能達成融通人文涵養與批判論述的課程目標。據此，研究者在課堂上依據自尊、良心、意志自由以及人我關係等生命教育四大概念，選出對應的文化經典教材。課程設計分為課堂與課後兩大部分：課堂運用結合文本生命議題的PBL（problem-based learning）提問、問題意識的培養與對話論述、課堂跨域協同教學、以及生命議題影片討論與思辨等；課後則採行貫串課堂與課後的數位學習平臺、以及敘事自由書寫等教學策略。意在透過生命教育橋接文本與生活，引導學生在文本與生命對話的思辨過程裡，覺察自身狀態，省思生命各種可能的出口，同時將分析思考帶入觀察、解釋與評估的應對過程中，轉化批判性思維論述表達能力。

While the teaching ideal of“humanistic reading and discourse expression complementing each other”is reflected in the classroom, this presents a dual-track situation of life perception and rational discourse. In facing this teaching dilemma, the author continuously contemplates how to combine the inner reflective dialectical process that resonates with texts and life with the critical reading that emphasizes analysis and integration of different textual issues, arguments, and discourse methods, thereby transforming into critical thinking that develops organized and logically rigorous discourse writing. Considering the humanistic connection between life reflection and cultural classics, as well as the increasing incidence of self-harm among students in recent years, designing a teaching method that integrates life education with critical thinking and discourse writing learning objectives is argued to be crucial for achieving the curriculum goals of harmonizing humanistic cultivation and critical discourse in the“College Chinese”course. Accordingly, corresponding cultural classic materials based on four major concepts of life education are selected: self-esteem, conscience, free will, and human relationships. The course design is divided into two main parts: in-class activities and after-class strategies. In-class activities include PBL questioning related to life issues in texts, thereby cultivating problem awareness and dialogue discourse, interdisciplinary collaborative teaching, and discussions and reflections on life issue videos; after-class strategies involve a digital learning platform that connects classroom and after-class activities, as well as narrative free writing. The aim is to bridge texts and life through life education, ultimately guiding students to become aware of their own states during the reflective process of dialogue between texts and life and to contemplate various possible exits of life while also bringing analytical thinking into the processes of observation, interpretation, and evaluation, consequently transforming critical thinking into discourse expression abilities.