| Summary: | 碩士 === 國立新竹教育大學 === 人資處語文教學碩士班 === 94 === Abstract
The application of teens’ novels in Chinese language teaching to senior students in elementary school
In recent years, teaching Chinese reading has been heatedly advocated on the campus thanks to the educational reform. Teachers teaching senior students in elementary school have observed the attraction of teens’ novels to senior students as well as the importance of teens’ novels in Chinese language teaching materials. Thus, the purpose of this study is to utilize the advantages of teens’ novels in Chinese reading teaching so as to improve teaching and learning outcomes.
Instead of the mere introduction of many teens’ novels to pupils, the subject of this study is to provide students enough time and space to organize and construct individual meanings which they obtain through their very own reading. According to the notion ”Reader Response theory”, the researcher of this study insists that students are the center of the teaching process during which students build up their own acquaintance of the novels via reading, discussing and team work as well. Hence, the students become active knowledge explorers while teachers are more of learning assistants than traditional knowledge transmitters.
In this study, how to encourage students to engage in discussion is a salient mission. Students start from exchanging their personal opinions, and then get some feedbacks from their peers during the discussion. Consequently, students modify their ideas and produce more affluent meanings during the interaction with their peers. This seemingly simple process takes both teachers’ and students’ long-term reciprocal efforts. Therefore, teens’ novels have provided rich situational themes, giving students chances to discover themselves. Then, students have surprising performances on the topics, characters or the admiration of the story plot.
The suggested approaches of teaching teens’ novels are as followed: Teachers choose a certain teens’ novels based on the themes of the textbooks; teachers can either read the story for students or have students read by themselves. The chosen teens’ novels would be selected by teachers, and be purchased by classes or be on loan from the school library. The method of teaching will focus on discussion, affiliated with note-taking, poster-making and some follow-up activities such as writing sequels to the chosen novels, presentation by students in class and so on.
What pupils have acquired from the teaching of teens’ novels are as below : Firstly, students have accelerated their reading speed. Secondly, students have had opportunities to vent out their emotion. Thirdly, students have had the enjoyment of literature imagination and the fun of exploring the story plot. Fourthly, students have been inspired about their lives. And lastly, students have had learned abundantly from the discussion and the interaction.
The teaching of teens’ novels in elementary school is yet to be cultivated in the field of Chinese reading teaching. Many teachers are so worried and feel uncertain about the implement of the teens’ novels due to the lack of expertise experiences in this academic arena. Therefore, this research tries to offer some hands-on experiences and references for teachers who dedicate themselves to the teaching of teens’ novels.
Key words: teens’ novels, Chinese language teaching,
reader response theory
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