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題名 | 圖解思考法在申論題寫作上的運用:以蕭颯〈死了一個國中女生之後〉為例=The Application of ''Thinking with Diagrams'' in Writing Essay Questions: An Analytical Case of ''After the Death of a Junior High School Girl'' by Xiao-sa |
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作者 | 馬琇芬; Ma, Hsiu-fen; |
期刊 | 通識學刊:理念與實務 |
出版日期 | 20150300 |
卷期 | 3:1 2015.03[民104.03] |
頁次 | 頁1-29+31-41 |
分類號 | 802.7 |
語文 | chi |
關鍵詞 | 圖解思考法; 申論題; 教學方法; 死了一個國中女生之後; Thinking with diagrams; Essay questions; Teaching methods; After the death of a junior high school girl; |
中文摘要 | 「申論」是一種培養學生思考能力的寫作方式,然而思考的過程非常抽象,如何將抽象思維具體地表達為文字論述,「圖解思考法」是一種可以提供教師採用的具體方法。「圖解思考」最大的特色在於「視覺化」的呈現,視覺化的圖像呈現方式,提供了「歸納整理」與「多元聯想」的策略,讓思考與學習更加生動活潑。「圖解思考法」能幫助學生把大量的學習內容轉換成濃縮的資料,連結訊息間的關係,有系統的重新組合,形成一種易記憶、易理解的方式。本論文於「圖解思考法」基礎上,結合「英特爾創新思考教育計畫」的問題設計概念,將思維建構成「核心」、「單元」與「具體」三個層次。「具體」的層次,著重於「基本訊息(知識)」,提供申論的客觀根據;「單元」的層次立於具體訊息的基礎上,進行歸納、分析與判斷,並允許解讀者具有個人的詮釋空間;「核心」的層次,強調「創造」與「獨特」,緊扣解讀者個人的生命經歷,更發揮高層次的思考能力,開展個人的生命境界。論文的內容透過「圖解思考法」的理論建構和申論題寫作的運用方式,論述具體的教學實務操作和教學心得,提供一種幫助學生搭建思考鷹架的教學工具。 |
英文摘要 | Essay-writing is a way for students to develop their ability of logical thinking. However, thinking is an abstract activity in the human mind. In order to help students turn their abstract ideas into specific languages in an essay, teachers can teach students the strategy "Thinking with Diagrams," that is, to think with diagrams. The most important characteristic of "Thinking with Diagrams" is visualization-to present ideas with diagrams and graphics. Meanwhile, students can use the strategy of induction and free association to give their thinking and learning more possibilities and creativity. On the other hand, "Thinking with Diagrams" can help students summarize a large amount of information into a simple diagram or graphic, draw connections between messages, construct them systematically, and finally, make it easier to understand and remember those information. On the basis of "Thinking with Diagrams," the researcher asks questions of three levels, provided by Intel® Teach Thinking with Technology Course. The three levels of questions are essential questions, unit questions, and content questions. For content questions, students have to answer questions such as "who", "what", "where", and "when," which provide factual information for their essays. For unit questions, students have to induce, analyze and judge the information provided in the text. These questions allow their personal interpretation of the text. Finally, essential questions emphasize on students' creativity and uniqueness. They can personalize their learning, develop their insights into a topic and construct their own meaning with the information provided in the text. All in all, this thesis is based on the theory of "Thinking with Diagrams" and the application of writing essay questions. In it there are details of teaching procedures, followed by the researcher's personal feedback. This thesis hopes to provide a specific teaching method for teachers to help students build their own supporting framework of thinking. |
本系統之摘要資訊系依該期刊論文摘要之資訊為主。