Literary experience : case studies of IB students' reading response and reading attitude = ⽂學經驗 : 國際⽂憑(IB)學⽣的⽂學閱讀反應和閱讀態度案例研究

Abstract

⽂學經驗是⼀種認知和情感融合的閱讀經驗，既能提升閱讀興趣，又能豐 富內在的涵養，是可貴的學習經驗，也是⽂學教育的核⼼。本研究以⼀組修讀國 際⽂憑課程（International Baccalaureate Diploma Programme，簡稱IB）⽂學課程 的學⽣為研究對象，探討學⽣在⽂學閱讀過程中的⽂學經驗和閱讀態度。研究以 「讀者反應理論」為理論基礎，以質性研究的案例研究進⾏探究，並結合內容分 析法和「⽂學作品反應元素」的分析⼯具，⼀⽅面了解學⽣的閱讀反應元素、閱 讀反應模式；另⼀⽅面又以深度的個⼈訪談探討學⽣對⽂學閱讀的態度。 研究結果顯示學⽣的閱讀經驗融合了認知和感性的元素，即包含情感、感 知、詮釋、評價元素。其中感知元素佔最多數，其次是情感、詮釋和評價的閱讀 反應，反映學⽣在閱讀過程中既有實用性的閱讀反應，也有美感性的閱讀反應。 他們的閱讀反應模式具有獨特性，顯示理解的層次和思維的層次都屬⾼⽔平。研 究亦發現⽂學經驗與⽂學閱讀態度關係密切。構成⽂學態度的⽂學信念、⽂學閱 讀感受和閱讀⾏為的意圖都與⽂學經驗息息相關，直接影響到讀者在閱讀中是否 享受到閱讀的樂趣和激發更多的閱讀⾏為。 目前以IB 課程的學⽣為研究重點的比較少，尤其是以IB 學⽣的⽂學經驗 為研究焦點的就更為缺乏。本研究的結果能彌補這⽅面的不⾜。期望藉著本研究 的結果能拋磚引⽟，引起學術界和教育界能關注學⽣⽂學經驗的意義和價值，在 面對應考導向的實際需要之餘，更能著意培養學⽣的美感閱讀經驗，好讓學⽣在 認知和感性兩⽅面作平衡的發展。

Literary experience is a cognitive and emotional reading experience that promotes more reading behaviors and has an effect of building character and moral integrity. Literary experience is the essence of literacy education and thus a valuable learning experience. This study examines the literary experiences and literary reading attitudes of a group of secondary school students enrolled in the International Baccalaureate Diploma Programme (IBDP) in reading modern Chinese literature. The theoretical basis of this research is Louise Rosenblatt's Reader Response Theory. The study was conducted mainly through a qualitative case study. “The elements of response to a literary work” by Purves & Rippere (1968) and content analysis were used to examine the literary experiences of IB students in the process of reading literature through reading response elements and reading response patterns. In-depth personal interviews were also conducted to explore their attitudes toward literary reading. The results of the study revealed that students' literary experiences included Engagment, Perception, Interpretative, and Evaluative elements. The perceptual element was the most prevalent element, followed by personal responses of emotion, interpretation, and value judgment, reflecting the intermingling of practical and aesthetic reading in the reading process. The study also found that students' literary experiences were personalized and unique, reflecting high levels of reading and thinking, and significant learning effectiveness. The study also found a strong relationship between literary experiences and reading attitudes. It was found that literary beliefs influence students' perceptions of reading, and that reading for pleasure strengthens students' intentions to read, stimulates more reading behaviors, and tends to develop active readers who become lifelong literary enthusiasts. Enjoyment of reading increases students' reading intentions and stimulates more reading behaviors. Little research has been done to focus on students under the IB academic system, especially their literary experience in reading Chinese literary works. The result of this research fills this gap. It is hoped that these results will be used to draw the attention of researchers and educators to the literary experience, so that, in addition to the practical needs of examination, more attention can be focused on cultivating students' aesthetic reading experience to ensure students' balanced cognitive and perceptual development.