跳到主要內容

臺灣博碩士論文加值系統

(44.213.60.33) 您好!臺灣時間:2024/07/17 03:08
字體大小: 字級放大   字級縮小   預設字形  
回查詢結果 :::

詳目顯示

我願授權國圖
: 
twitterline
研究生:李壹明
論文名稱:西洋童話與批判識讀教學
論文名稱(外文):A Case Study of Teaching Western Fairy Tales via Critical Literacy
指導教授:莊坤良莊坤良引用關係
學位類別:碩士
校院名稱:國立臺灣師範大學
系所名稱:英語學系
學門:人文學門
學類:外國語文學類
論文種類:學術論文
論文出版年:2010
畢業學年度:98
語文別:英文
論文頁數:95
中文關鍵詞:西洋童話批判識讀
外文關鍵詞:Western Fairy TalesCritical Literacy
相關次數:
  • 被引用被引用:1
  • 點閱點閱:1005
  • 評分評分:
  • 下載下載:0
  • 收藏至我的研究室書目清單書目收藏:1
本研究旨在探索多樣性的英文教學方式及活動,來引導學生去採用批判識讀的文本閱讀與解析策略來分析及回應西洋童話文本。透過這樣的英文教學,相關的批判識讀活動及教學任務能夠增進學生對文本的批判力,加強他們對閱讀批判及反省, 進而改造這個世界。本研究的目標也在探討如何將批判識讀的相關英文教學活動應用於西洋童話的教學,並同時討論如何透過這樣的文學課堂活動幫助學生理解、批判、重讀西洋童話。最後,本研究試圖提出研究發現,來證實將批判識讀運用於高中英文教學及課綱的可行性及可能性。
  本研究的對象是臺北市立中正高級中學九位高一英文資優班的學生。所有受試的英文資優班學生選修老師所設計的英文資優班專題課程:”西洋童話與批判識讀。”在資料分析方面,針對受試者填寫問卷結果、學習單、訪談內容及研究者觀察紀錄等來加以分析。以下是根據本論文中質化及量化的研究資料中所提供的研究發現。

1. 關於學生對將批判識讀應用於英文童話文本的態度來說,大部分的英文資優班學生表示對批判識讀應用於英文童話文本的教學策略依舊保持強烈的興趣。
2. 根據學生在訪談及問卷上的回應,大部分的學生表示他們願意繼續做更多批判/深度思考活動及採納多元化閱讀策略來分析西洋童話。
3. 雖然英文資優班的學生對於批判識讀的態度並無顯著的改變,但是他們認為在這樣利用批判識讀活動來解析西洋文學文本的環境中,他們的英文能力及讀寫能力大幅成長。
4. 在這些西洋童話的課堂中,學生們沉浸於批判反省式語言學習訓練中。根據學生的問卷及訪談結果發現,大部分的學生表示此實驗對於英文文本的深度理解及英語文能力的成長發展有直接的影響。
5. 大部分的學生對批判識讀的教學活動、任務、學習單有正面的回應。
6. 在這樣設計的西洋童話課程中,學生經歷正面的個人成長;因為本堂課所採取的批判讀寫課程活動,提升這九位學生對於批判讀寫的英語文學習融入在西洋童話及其他文學文類的興趣。

  本論文研究發現提供了以上正面的見解,可以協助英語文教師了解如何在台灣的高中英文課程中實行批判識讀的教學策略 。同時這些英文資優班的學生也從本西洋童話的專題課程中,維持他們的學習興趣、增進他們英語文實力、協助他們的個人成長、面對處理社會批判及關懷、應用批判識讀的能力。
The purpose of this study seeks to investigate a variety of ways and tasks in which students reply to texts when encouraged to adopt a critical and questioning approach to analyzing texts. Through this effort, these relevant critical literacy activities can foster the students’ critical engagement with texts and the development of a critical stance towards reading and revising the world. This study also aims at discussing how to implement the appropriate and applicable critical literacy activities in EFL classes regarding fairy tales and how to help students to comprehend, critique, and reread fairy tales. Ultimately, this study attempts to yield vital implications for the practicality and feasibility of applying a critical literacy framework to the secondary level of EFL education.
  A total of nine 10th graders at Taipei Municipal Zhongzheng Senior High School in Taipei City participated in this study. They are qualified English-gifted students taking the researcher’s seminar course in the English Honors Program, entitled “Fairy Tales and Critical Literacy.” Data were collected from the researcher’s observation records, the students’ questionnaires, interviews, and worksheets. Based on the analyses of both quantitative and qualitative data, the findings of the study are listed as follows:

1. To start with, regarding the attitudes toward applying critical literacy to English fairy tales, most English-gifted students still remained interested in analyzing English fairy tales by way of critical literacy.

2. Besides, on basis of the students’ responses in the interviews as well as on the questionnaires, most students unveiled that they were willing to do more advanced thinking and adopt multiple readings to interpret the fairy tales.

3. Even though their mindset of critical literacy didn’t show significant growth just as mentioned above, through the processes of critical literacy learning, the students’ English proficiency and literacy ability improved by leaps and bounds in the context of response-based and student-centered learning.

4. Furthermore, in these fairy tale class sessions, the students were immersed in the critical training of listening, speaking, reading and writing. Based on the questionnaires and the interviews, most of the students endorsed the effects of this experimental project on their expressed depth of understanding and the maturity of their language proficiency.

5. What’s more, responding to the critical literacy activities and worksheets in this study, most of the students held positive attitude toward them.

6. Last but not least, as to the personal growth the students experienced in these fairy tale classes, the critical stance prompted all of the nine students to increase their interest in applying critical literacy toward fairy tales or all the other genres.

  On the whole, the abovementioned findings are encouraging, and they provide several above insights into how a critical literacy perspective can be better approached and implemented in senior high schools in Taiwan. From the findings of this research, obviously, these high achievers did benefit a great deal from the application of these critical approaches in maintaining their learning interest, advancing target language skills, fostering personal growth, addressing social critique and concern, and exercising critical literacy.
Chapter One Introduction 1
1.1 Background and Information 1
1.2 Statement of the Problems 3
1.3 Purpose of the Research 4

Chapter Two Literature Review 6
2.1 Introduction 6
2.2 Critical Literacy and Theoretical Orientations 7
2.3 Paulo Freire’s Theory of Critical Literacy 12
2.4 The Australian School and Critical Literacy 14

Chapter Three Methodology 18
3.1 Action Research 19
3.2 The Characteristics and Distribution of the Subjects or the Participants 20
3.3 The Design and Pedagogy of the Course 21
3.3.1Setting Questions 24
3.3.2 Points of View 24
3.3.3 Students’ Worksheet 25
3.3.4 Online Fairy Tale Revision 26
3.4 Observation 27
3.5 Pre-questionnaires and post-questionnaires 27
3.5.1 Questionnaires administered prior to instruction 28
3.5.2 Questionnaires administered after instruction 28
3.6 Interview 29

Chapter Four Results 31
4.1 Background Information about the Subjects and the Fairy Tale Classes 31
4.2 Classroom Observation, Teacher Self-Reflection, and Critical Literacy Assignments 32
4.2.1 Feminism and Women’s Agency: “Cinderella” 32
4.2.2 Sex and Violence: “Bluebeard" 36
4.2.3 Racism and Racial Discrimination: “The Frog King" 40
4.2.4 The Witch Must Die: “Hansel and Gretel” 44
4.2.5 Cultural Diversity and Speciesism: “Three Little Pigs” 47
4.2.6 Disney and Fairy Tales: “Beauty and the Beast” 50
4.2.7 Politically Correct Fairy Tales 52
4.2.8 Social Classism and Queer Presence/Subjectivity: “Happy Prince” 54
4.3 Results of the Comparison of the Pre- and Post-instructional Questionnaires 57
4.3.1 Attitude and Personal Feelings 57
4.3.2 Attitude toward Critical Literacy Practices and Activities in the Classes 61
4.3.3 Personal Growth 67
4.4 Interview Questions 74

Chapter Five Conclusion and Significance 84
5.1 Findings 84
5.2 Pedagogical Implications 87
5.3 Limitations of the Study and Suggestions for Further Research 90

Works Cited 93
Beck, A. (2005). A place for critical literacy. Journal of Adolescent and Adult Literacy 48(5), 392–400.
Bender, F. (1988). Preface to the communist manifesto. New York: W.W. Norton and Co.
Bronwyn Mellor & Annette Patterson. (2004). Poststructuralism in English classrooms: critical literacy and after. International Journal of Qualitative Studies in Education, 17 (1), 85-102.
Cox, M. I. P., & Assis-Peterson, A. D. (1999). Critical pedagogy in ELT: images of Brazilian teachers of English. TESOL Quarterly, 33(3), 433-52.
Creighton, D.C. (1997). Critical literacy in the elementary classroom. Language Arts. 74 (6). 438-46.
DeVoogd, G. (2006). Question authority. School Library Journal. New York: Reed Elsevier.
Eagleton, Terry. (1997). Marx and freedom. London: Phoenix House, Fisher, Alec and Scriven, Michael. (1997). Critical thinking: its definition and assessment. Edgepress: CA, USA/Centre For Research.
Freire, P. (1990). Education for critical consciousness. New York: Continuum.
---, and Donald Macedo. (1987) Literacy: reading the word and the world. South Hadley, MA: Bergin and Garvey.
---. (1970). Pedagogy of the oppressed. New York: Herder & Herder.
Foucault, Michel. (1973). The order of things: an archeology of the human sciences. New York: Vintage.
---. (1972). The discourse on language. The archaeology of knowledge. NY: Pantheon Book.
Gee, J. P. (2004). Situated language and learning: a critique of traditional schooling. London: Routledge.
---. (1999). An introduction to discourse analysis: theory and method. London and New York: Routledge.
---. (1990). Social linguistics and literacies: ideology in discourses. London: Falmer.
Green, P. (2001).Critical literacy revisited. In H. Fehring & P. Green (Eds.), Critical Literacy: A Collection of Articles from the Australian Literacy Educators’
Association. Newark, DE: International Reading Association, 7-14.
Harste, J.C. (2003). What do we mean by literacy now? Voices from the Middle 10, 8–12.
---. (2001). Just wanted to raise a nice boy!? Being critical and political. Talking Points, 13:1, 9-13.
Hood, S. (1998).Critical literacy: what does it mean in theory and practice? In A. Burns & S. Hood (Eds.), Teachers' Voices 3: Teaching Critical Literacy. Sydney, N.S.W: National Centre for English Language Teaching and Research, Macquarie University,
Janks, H. (1991). A critical approach to language teaching. Educational Review 43(2), 191-9.
Knobel, M. & Healy, A. (1998). Critical literacies: an introduction. Critical literacies in the primary classroom. Sydney: PETA, 1-12.
---. (1998).Critical literacies in teacher education. Critical literacies in the primary classroom. Sydney: PETA, 89-111.
Kretovics, J. R. (1985).Critical literacy: challenging the assumptions of mainstream educational theory.” Journal of Education, 167(2), 50-62.
Lankshear, C. (1994). Critical literacy. Canberra: Australian Curriculum Studies Association.
Lander, R. (2005). Critical literacy: a view from a classroom. Unpublished
Dissertation. Michigan State University.
Leland, C. & Harste, J.C. (2000). Critical literacy: enlarging the space of the possible. Primary voices K-6, 9 (2), 3-7.
---, Harste, J., Ociepka, A., Lewison, M. & Vasquez, V. (1999). Talking about books: exploring critical literacy: you can hear a pin frop.” Language Arts, 77 (1), 70-3.
Lewison, M., Flint, A., & Sluys, K. (2002) Taking on critical literacy: the journey
of newcomers and novices.” Language Arts, 79, 52-62.
Lingard, B., & Douglas, P. (1999).Men engaging feminisms: profeminism, backlashes and schooling. Buckingham: Open University Press.
Lohrey, A. (1998).Critical literacy: a professional development resource. Melbourne: Language Australia; the National Language Institute of Australia.
Luke, A., O'Brien, J., & Comber, B. (1994). Making community texts objects of study. Australian Journal of Language and Literacy, 17(2), 139-49.
Morgan, W. (1997). Critical literacy in the classroom: the art of the possible. New York: Routledge,
Parry, B. (2004). Postcolonial studies: a materialist critique. London: Routledge.
Pennycook, A. (1994). The cultural politics of English as an international language. London: Longman.
Powell, R., Cantrell, S.C., & Adams, S. (2001). Saving black mountain: the promise of critical literacy in a multicultural democracy.” The Reading Teacher, 54, 772–81.
Robbins, Trina. (1999). From girls to grrrlz: a history of women’s comics from teens to zines. San Francisco: Chronicle Books.
Shannon, P. (1991). Critical literacy. The Reading Teacher. 44. 518-9.
Simpson, A. (1996). Critical questions: whose questions?” The Reading Teacher. 50 (2), 118-27.
Tyson, George F. (1973).Toussaint L'Ouverture. Englewood Cliffs NJ: Prentice Hall Inc.
Young, Robert (1990).White mythologies: writing history and the west. London and New York: Routledge.
連結至畢業學校之論文網頁點我開啟連結
註: 此連結為研究生畢業學校所提供,不一定有電子全文可供下載,若連結有誤,請點選上方之〝勘誤回報〞功能,我們會盡快修正,謝謝!
QRCODE
 
 
 
 
 
                                                                                                                                                                                                                                                                                                                                                                                                               
第一頁 上一頁 下一頁 最後一頁 top