國民中學國文科情意教學評量之研究 更多文章

教學通常分為認知、情意、技能等三個領域，其中認知與技能兩個領域所強調的是：「學生學會做些什麼？」，而情意領域所注重的是：「學生願意做些什麼？」；前者乃是指學生對某一學科的學習能力，後者則指關於學生對該科學習的意願，包括愉快的感受在內；尤其是在學會該科較基本的知識技能後，繼續或自動再做較廣泛或較深入的探索學習的意願。教育具有傳遞文化與創新文化的功能，在這傳遞與創新的歷程中，語文極為重要，由一國語文的特質可反映該國文化的特質。處於今日以「變」為明顯特徵的世界，中國語文不但要承續傳遞前人豐富的智慧與經驗，更要經由選擇與調適，以迎接當前所面臨的挑戰而創造民族文化的新命脈。欲達此任務，基本上首先必須在九年國民教育中給予每一學生提供愉快有效的語文學習，使他們都能藉著語文充分溝通更積極更完全地參與國家建設及文化創新的行列（註一）。上述愉快、有效、充分、積極、完全等形容詞說明了學生的語文學習必須有認知與技能的習得外，情意的涉入亦不可或缺。本研究即在探討國民中學學生對國文的情意反應，以為改進國文教學的參考。

The study was to evaluate the following items concerning the affection in learning Chinese of the junior high students：1. students’ learning attitudes toward Chinese， 2. students’ affective response to the contents of textbooks， 3. students’ affective outcomes of learning Chinese composition， oral language training， outside readings， and calligraphy.Methods used in the study were document analysis and sample survey. Based on D. R. Krathwohl’s theory， the author had developed three survey instruments：rank order of courses of study， bipolar adjective check list， and scalogram analysis.The subjects were the 7th， 8th， and 9th graders selected from a public junior high school in Taipei City. They were grouped in three ways：309 students in a random group and nearly equal in both sex， 1，134 students divided into high and low achievement in Chinese， 898 students into high and low intelligence group. The main findings of this study were as follows：\r1. Concerning students’ learning attitudes toward Chinese：\r（1）As grades promoting grade was， the less important the boys considered Chinese.（2）Achievement in Chinese was correlated with intelligence in all grades.（3）Chinese was perceived by students as useful， easy， and time─consuming course， but less important than Mathematics， English.2. Concerning students’ affective responses to the contents of textbooks：\r（1）The lessons perceived to be humorous rather than serious were did by 7th graders， about equally in humorous and serious were perceived by 8th graders， serious rather than humorous were did by 9th graders. All the graders perceived the argumentative writings to be serious.（2）The high achievement group and high intelligence group perceived Chinese “favorable”. Girls perceptions were similar to the high groups.（3）Both humorous and serious lessons were perceived to be “favorable” by some students；however， more humorous were “more favorable”.Concerning students’ affective outcomes in oral language training：\r（1）There was no significant difference among the grades.（2）The affective growth of girls’ oral language training was better than boys in all grades. The high group of Chinese achievement was better than the low group in all grades.（3）The high intelligence group was better than the low group in 7th and 8th grades. The higher the level of the affective taxonomy was， the greater the difference of Z values， and this condition corresponds to the construct of the affective taxonomy.