寓言及其在國小語文教學上的應用

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寓言及其在國小語文教學上的應用
著者: 蔡旻靜; Tsai, Min-ching
李漢偉; Han-Wei Li; 教管所國語文教學碩士班
主題: 國小; 語文教學; 寓言; elementary school; language teaching; fable
描述: 寓言總是用趣味性和啟發性的方式，將想表達的真理隱寓於故事中，讓兒童在快樂的欣賞故事之後，自行領悟故事的含意，而「領悟」就產生了教育的效果，這種「自動教育」的效果不是勉強得來，而是自然得到的，帶給兒童的是悅樂和歡喜，因此非常受兒童歡迎。寓言的語言精練，故事生動，形象鮮明，主題明確，往往化複雜為單純，變抽象為具體，有助於兒童提升語文能力，了解紛紜複雜的社會現象和錯綜難懂的人際關係，領悟一些不易理解的哲理，並涵養道德情操，認識是非、善惡、真假、美醜，進而打開兒童的心靈之門，啟發智慧，讓他們的思想更加活躍。寓言故事與教學相結合已是勢在必行的，尤其品格教育與國語文能力的培養越早往下紮根，其基礎越穩固，所以在國小階段即應將寓言融入語文教學。因此本文首先探討寓言的內涵和創作過程及技巧，接著再架構國小寓言教學的方法，希望以此提供國小教育工作者對「寓言教學」有更深入的認識。本論文分五章，第一章旨在說明研究的旨趣，第二章討論的是寓言的定義、分類及特質，第三章則探討寓言作品的創作過程及常用的創作技巧，第四章將寓言的精神與意涵落實到語文教學的層次，老師從閱讀教學、發表教學及寫作教學三方面，指導學生欣賞寓言、喜歡寓言、創作寓言。第五章為本論文做一結論，並對國小語文教育中的「寓言教學」做一番反省與期許。
In an interesting and inspiring way, fables usually express the truth metaphorically, enabling children to acquire the underlying meanings spontaneously after appreciating the stories, and the “acquisition” therefore brings about the effect of education. The effect of this “spontaneous education” cannot be forced but naturally acquired. It gives children happiness and joy, and is extremely welcomed. Fables are characterized by simple languages, vivid stories, vibrant images, and definite subjects. The complicated is usually simplified, and the abstract is concretized. It helps to improve the language competence for children to comprehend the sophisticated society and interrelationships, understand certain difficult philosophies, and develop morality. Children can tell right from wrong, good from evil, true from false, and beauty from deformity. Consequently, the veil of mind is discovered, the wisdom is inspired, and the thoughts are brightened. The combination of fables and teaching is necessary. The earlier the education of morality and development of Chinese language competence are based, the more stable the foundation is settled. At the stage of elementary education, fables should be involved in language teaching. Thus, this study first investigates the implication, process of creation, and techniques, and the methods of teaching fables in elementary education are framed in an attempt to provide a deeper recognition of fable teaching for teachers of elementary education. This study is divided into five chapters. The motive of the study is described in chapter I. Chapter II discusses the definition of fables, the categorizations, and the particular quality. Chapter III investigates the process and common techniques of creation of fables. Chapter IV implements the spirit and implication to the level of language teaching. In the aspects of teaching of reading, presentations, and writing, students are instructed to admire, to love, and to compose fables. In chapter V, a conclusion is made along with the anticipation for and review of the fable teaching in elementary language education.
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建立日期: 2005
格式: 121 bytes
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語言: 中文
識別號: http://nutnr.lib.nutn.edu.tw/handle/987654321/5386
資源來源: NUTN IR

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寓言及其在國小語文教學上的應用

蔡旻靜; Tsai, Min-ching 李漢偉; Han-Wei Li; 教管所國語文教學碩士班 2005

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