| Summary: | 博士 === 國立東華大學 === 中國語文學系 === 107 === This research is a self-narration and adopts the action research method. It attempts to use the humanistic learning theory to echo a doctoral student and also a lecturer’s " curricular consciousness and pedagogical praxis ", which is based on the "curricular discussion ecological model", and to build the pattern of “practical theory of curriculum” for the Chinese literacy course in universities.
Through self-narration, the author reviews and examines the historical context of the innovation of Chinese literacy courses in colleges and universities. Furthermore, from the students’ learning feedback, the feedback of friends’ observations in the class, and personal inner thinking, the author reflects on the curriculum and corrects her teaching. The narrative timeline is about 40 years. The history of the curriculum that the author cares about is around 20 years. The teaching action research is implemented in four semesters and six classes, with a total of 330 students. The practice process focuses on the problem-solving actions, and helps the author to see the full picture of the facts in the teaching process, explore in the action, and continue to act in the inquiry.
As to the aspect of pedagogical praxis, humanistic learning theory is the basis of this action research. It introduces life meaning and curriculum consciousness from life stories, and then derives the generation and transformation of Chinese literacy courses curriculum awareness in colleges and universities. This self-reporting and critique with the teaching practice of a university teacher: Rethinking the reciprocal relationship between curriculum awareness and teaching practice from the teacher's awareness of the self, the awareness of the students, the awareness of the content of the curriculum, and the awareness of the teaching environment. Furthermore, from the practical experience, the "practical theory of curriculum" pattern of the university Chinese literacy courses is constructed.
From the aspect of narrative inquiry, the postmodern narrative therapy theory is the basis of narrative research. It describes the self's pursuit of the meaning of life. It uses Campbell's "hero journey" to integrate the individual's "narrative self-healing journey" and link my past , "now" and "future", and translate it into: "departure" (past) → "history" (practice empowerment) → "return" (now / self-realization) → "re-start" (future / The next "Hero's Journey" is a life image of the "Hero Self-Implementation Journey".
The study found that: (1) Lecturer' life experience and learning process are closely related to their own curricular consciousness; (2) In the course of action research, from the students' learning feedback, the lecturer's teaching can be reflected, but the teacher-student interaction is like a transparent glass doors, see through but can’t go through; (3) Teachers' open sharing of teaching and life experiences can help raise the critical awareness of the curriculum; (4) The main beneficiaries of narrative inquiry and action research are lecturer and students, and lecturer especially benefit.
The value of this research is to enhance the critical awareness of the curriculum from the public sharing of teaching practice and life experience.
The contribution of this research is the "practical theory of curriculum" pattern of the Chinese literacy courses in colleges is constructed.
Future research proposals: Revise and rebuild the "practical theory of the curriculum" pattern through pedagogical praxis.
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