Case studies of integrating affective education with Chinese novel teaching based on the transactional model

Abstract

本研究以一組香港初中學生為對象，透過建構小說教學融合情意教育的理論，設計有助青少年發展正向情意質素的閱讀教學課程作為干預策略，並結合質性和量性的研究方法，一方面以內容分析探討學生閱讀小說後的多篇相關寫作中反映的情意反應，瞭解這些反應在不同情意範疇的傾向；另一方面以個案研究結合敘事探究的方法，深入地探討這些情意反應的廣度與深度，和哪些元素與交流模式為本的中文課堂互動，對學生在課堂刺激下所產生的情意反應有關鍵作用；再輔以問卷分析，瞭解學生對交流模式的取態，和交流模式對學生情意發展的影響。

研究結果顯示學生以交流模式閱讀三本指定小說產生了情緒、審美、心靈、道德、人際、社會等多面向的情意反應，而以審美和心靈範疇的反應最多。此外，學生的情意內化程度平均介於「賦值」和「價值建構」之間。研究亦發現學生對交流模式的學習活動十分認同，對具有綜合策略的學習模式如「讀者劇場」的認同程度尤其明確。

綜合整個研究，可見學生的不同的先存經驗包括成長背景、性格特徵、閱讀經驗、社會文化的影響等，很大程度上影響著學生對文本的反應傾向和深度，但交流模式有助學生豐富其「接受圖式」，加強閱讀中「想像、詮釋、反省、感悟」等文藝心理活動，以致學生會調整其先存的「回應結構」，從而更能與小說滲透在不同情意範疇的「召喚結構」產生「同構」關係，因此有助促進學生的情意發展。

本研究填補了中國語文與文學教育融合情意教育在研究上的缺乏，和彌補了情意教育及相關研究在定義、範疇釐定、評量架構等方面的困難，透過建構源自Rosenblatt 的學生/讀者作為情意主體和文學作品情意內涵對應的「交流模式」，與修訂Krathwolh 等的情意評量模型，形成理論架構和研究工具，有效地探討少年學生以交流模式閱讀小說的細微經驗。研究者透過探究這些經驗的脈絡，以情意發展的視角予以詮釋、論述，呈現學生在研究過程中創造的意義——主體如何與小說交流通感而建構自我的意象。透過詮釋學生的自我敘說和情意成長經驗，研究者更得以進一步瞭解社會、教育的某些面貌，從而在語文和情意教育的本體論、知識論和方法論等層面提出反省和建議。

Little research has been done on affective education imparted in Chinese language education in Hong Kong. To fill the gap, this research intends to find out whether the affective quality of teens would be positively affected if reader-response protocol could act as a channel between the students and the text. Evaluation standards of affective domains and internalization levels derived from Krathwohl, Bloom & Masia (1964)’s “Affective Taxonomy” and Martin & Reigeluth (1999)’s affective stance have been constructed to categorize and assess students’ affective responses. On the other hand, “The Sun Set” by Shu Xiang-cheng, “The Lubing Flowers” by Zhong Zhao-zheng, and a translated novel “The Heaven Shop” by Deborah Ellis have been prescribed as reading materials for the students. The affective elements in these novels were figured out as tools for assessment and pattern matching. A reading group involved 13 Form two students was formed and an instructional programme was conducted within a school year. Students were expected to be able to have transactions with the text through instruction protocol and extended activities developed from the Transactional Model based on Rosenblatt’s reader-response theory.

Data collected from different sources included students’ writings, drawings, in-depth interviews and questionnaires. Qualitative and quantitative methods comprised of narrative inquiry case studies, content analysis and questionnaire analysis were applied to examine students’ affective responses after reading the assigned novels. The research seeks to understand the depth and the breadth of students’ responses, the inclination of these responses in different affective domains, and what factors play key roles in stimulating students’ affective responses when interacting with Transactional Model-based reading lessons.

Research results reveal that after reading the prescribed novels, students made positive affective responses in different domains consisted of emotional, aesthetic, spiritual, moral, interpersonal and social, mostly in aesthetic and spiritual domains. Their affective development tended to lie between “valuing” and “organization” internalization levels. It was also discovered that students strongly agree with learning activities developed from the Transactional Model, especially integrated strategies such as readers-theatre.

It was found that the existing experiences of students significantly influence the inclination and depth of their responses to the novels. However, the Transactional Model could broaden their receptive schema, and encouraged their psychological activities when reading novels. In this way, students adjusted their responsive structure, making it isomorphous with the evocative structure of the novels, which permeated the different affective domains. As a result, reading experiences of involved students were internalized and affective development was enhanced to a satisfactory extent.

This research addresses the gap between integrating Chinese language and literature education with affective education. The outcome of the research is expected to benefit Chinese language curricula by building an example showing how language learning can enhance students’ positive character building and affective growth. By interpreting students’ self narratives and affective development experiences, the researcher could delve deeper into the circumstances of the society and education, hence reflections and suggestions in terms of ontology, epistemology and methodology of Chinese language and literature education could be provided.