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══════════════════【立報】═══════════════════ |
| 教 育 專 題 深 入 報 導《2007-06-27》 |
| 本期內容 | |
| ◎教育論壇：主管機關尤應堅持教育專業 從教育局基本學力檢測結果報告談起 | |
| ◎英語充電站：英語修辭學的「心靈捕手」效應 | |
| 教育論壇：主管機關尤應堅持教育專業 從教育局基本學力檢測結果報告談起 | |
| 羅德水（教師） | |
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台北市政府教育局於5月28日向市長郝龍斌簡報「95年度國民小學基本學力檢測結果及各國小於95學年度實施每週增加1節國語文學習節數之試辦情形」，對於如何提升學生的國語文學習成效提出不少建議，值得注意的是，相較於以往缺乏新意的官樣文章，此次教育局在其成果報告中，對向來為人所忽略的家長教養責任，倒是提出以下發人深省的看法。 教育局建議，要提升學生國語文學習成效，除了學校與教師應研擬配套措施並發揮教學專業外，家長亦有其無可迴避的責任：一、父母應儘量回家陪子女完成作業或進行學習活動，並適時協助，不應長時間將子女留置安親班和學校課後照顧。二、有效規範子女在家看電視及上網時間。三、鼓勵子女每天作適量的文學性閱讀。四、避免要求子女大量使用測驗卷做機械式填鴨練習。五、參與學校講座、研討會、培養現代教育知能。 我們以為，在各界認為學生國語文程度下滑，乃至於引發家長對子女語文學習恐慌的今天，教育局上述意見確實值得所有關心教育的家長參考。 長期以來，望子成龍成鳳的國人不僅迷信學歷，喜歡以智育成績評斷孩子成就，而且普遍存有「不能輸在起跑點上」的迷思，有著激烈升學競爭的國高中固不待言，就連沒有升學壓力問題的國民小學，近年來也充斥著提升學生學習能力與競爭力的主流論調。 此一思維脈絡反映在主管機關就是教師評鑑當道、增加學生學習節數等教育決策，反映在家長的則是要求增加學生留校時間等訴求，甚至有不少家長以教師的作業份量或考試次數作為評斷教師良窳的重要指標。完全不難想見，這樣的集體焦慮既左右了教育政策的走向，也傷害了教師的專業地位，過去的經驗顯示，多數時候教師非但無法抗拒、改變錯誤教育政策，甚至因此淪為執行官定教育政策的工具。無庸置疑的是，較諸於個別教師因專業不足所帶來的傷害，主管機關制訂或執行錯誤政策的危害尤其廣泛深遠。 其實，教育局上述對家長的建議說穿了並沒有什麼深奧的學問，這是因為孩子的學習成效不但取決於學校教師的指導，更有待家長的充分關心與配合，其之所以顯得特別，主要在於這些年來社會輿論瀰漫著一股將學生學習與管教責任完全加諸於教師的氣氛，不少家長即存有孩子的學習、教育完全是學校與教師責任的想法，缺乏與教師良性互動的心態與作法，以為只需要求教師增加學生作業份量與考試次數、購買各式參考書供孩子反覆練習，或是將子女送往安親班與補習班，就能提升學生學習成效。不過，也惟其如此，教育局前揭父母應盡量陪子女完成作業、應規範子女看電視及上網時間，以及避免要求子女大量使用測驗卷做機械式填鴨練習等具體建議，實不啻是對當前錯誤教育政策的反思與當頭棒喝。 進一步分析，教育局此一報告的另一個意義同樣值得吾人重視。眾所周知，台北市教育局之所以會研擬、實施國語加課政策，一大關鍵便是來自家長的壓力，諸如此類相關教育決策受家長壓力影響者實不乏其例，典型例子就是受到各方關注的「一綱一本」與延長學童課後照顧時間等政策，對此，我們不得不再次提出質疑：若教育行政釐定教育政策時僅僅考量民意需求或家長壓力，甚至為了迎合輿情不惜犧牲應有的教育專業，那主管機關的教育專業何在？又如何要求教師堅守專業？ 以這個角度來看，教育局此次針對家長所提出的建議，亦可視為是對過往以民粹或民調進行教育決策的檢討與反省，當然，與其事後再做檢討，我們更期盼看到的是，主管機關於研擬相關政策之初，就能力守教育專業，不屈從特定團體不理性甚或是譁眾取寵的訴求，以從源頭降低錯誤教育政策發生的機率。 |
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| （回目錄） | |
| 英語充電站：英語修辭學的「心靈捕手」效應 | |
| 李振清（世新大學英語系教授） | |
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從事教育工作30餘年，從來沒有像本學年度教授大二「英語修辭學」這麼艱辛與難忘。艱辛的是如何引導學生體驗生疏的修辭學之廣泛內涵與功能，從而將其基本語言學範疇應用於人際之間的英語口語表達，與實際的英文寫作上。難忘的是對實用「英語文說寫能力」薄弱的現代大學生，如何能輔導他（她）們的潛能獲得開發、茁壯，然後英語文可學以致用；這種期待不但是巨大的挑戰，而且近乎「Mission Impossible」（不可能任務）。奇妙的是：「英語修辭學」的巨大挑戰與多元功能，竟然產生了意想不到的「心靈捕手」效應，讓班上的同學們不但藉由各種創新性的學習活動而開啟了原已封閉的英語文潛能之門，同時也在言談舉止間變得理性成熟，人際關係也因而慢慢地改善了。這種「英語修辭學」課程產生的良性作用，令人十分欣慰。 修辭學衍生的「心靈捕手」功能 為了化「Mission Impossible」為「Mission Accomplished」（任務達成），身為人師的筆者必須運用現代資訊科技（information technology）所提供的特殊功能，耐心且審慎地配合教本，另外設計出32套知性兼感性的PowerPoint教材，藉以引發學生們的學習動機。在這同時，筆者配合課程內容與綱要（syllabus），要求學生們依循教材的內容，進行口述與寫作的歷練。一連串的「修辭學導向」聽、說、讀、寫活動，雖然讓學生們忙得沒時間蹺課或偷懶，卻也讓筆者因時間與精力所限，經常陷入「天人交戰」的苦境。更重要的是如何誠懇地說服現代大學生，反思自身的英語文水準，以及國家當前所面臨的空前困境，從而警覺將來的新世代不被國際世界所邊緣化的命運。有鑑於此，同學們必須咬緊牙根，以現代社會倫理為依歸，展現大學生的特質，耐心地透過修辭學的洗禮，逐步奠定英語文能力的紮實基礎。當「世界是平的」時，現代大學生必須聽從哈佛大學前校長James B. Conant所呼籲的：「要能明辨是非、肯定自我、審慎抉擇。」 在整個師生共同為修辭學「掙扎」的過程中，筆者不斷同步對學生灌輸「英語文能力」（English proficiency）的培養，和當代「倫理教養」（ethics and character education）的核心價值。在這同時，筆者以個人的人生經驗與觀察，套用在教本上的內涵。而廣泛閱讀精選的古今文章，則是英語文能力培養與倫理教養的配套。 一年下來，筆者從學生的言行舉止，以及說、寫作業的能力反應上，逐漸感受到他（她）們心性的改變，以及前瞻願景的逐次建立。更重要的是，少數向來有憂鬱傾向的學生，因為功課的多元挑戰，和課程呈現方式的直接影響（impact），以及明顯獲得的學習成就感，竟能逐步地變得豁達開朗；質化與量化的學業表現，也讓他（她）們重燃提昇英語文能力的信心與持續動機。在學期即將結束的期末考試中，筆者特別設計了以修辭學規範的實用寫作，和額外的英語文能力測驗，作為測試學習成效的檢驗。同學們在60分鐘的考試中所寫出的「修辭學心路歷程」，令筆者深深感到辛苦背後的溫馨回報。一年來的艱苦歷練，同學們終能將修辭學所涵蓋的詞彙、句構、段落、語篇、文類及語體等觀念，藉由實地的寫作與個別的口語表達，逐漸展現了未來願景的輪廓。無論是傑出學生寫出的優質作品，或努力重建英語文能力的同學之短文，在在可感受到大二生獲得「英語修辭學的『心靈捕手』效應」之喜悅。 在英語修辭學的基本架構中，學生須閱讀筆者所提供的下列說明，依循「起、承、轉、合」的基本精神，配合個人的學習內涵與人生經驗，寫出涵蓋主題句或主題段落、延續分析與論述、例證，以及結論等的英文作文。 As you have learned from this year, RHETORIC is defined as "the art of speaking and writing effectively." Bearing this concept in mind, you should have learned to become a better writer and speaker after working hard for two semesters. Please describe and analyze the process and result of your learning of English through this course. Follow strictly the pattern (format) indicated as follows: ˇ Title ˇ Topic Sentence, or Theme Paragraph ˇ Main Body (Supports) ˇ Conclusion 英文寫作可由長篇論文，到短篇陳述如大二生的英語修辭學小品不等。題目需按照上述的範圍自定。 從以下5篇代表性的學生短文原作中，可看出英語修辭學帶給同學們的歷練與最後所獲得的bitter sweetness（苦澀的甘飴）。 修辭學落實了英文實用能力的願望 下列這一篇短文是一位原先對英文作文有強烈排斥性的學生所寫的。從她學習英語文的心路歷程中，可窺探出她原先常蹺課的原因：失落感。如今，英語修辭學的挑戰與學習方式，激發了她的學習動機，也讓她終於從絕望中走了出來。文中的「告白」和內容，正好可作為厭惡英語者之參考：只要用心，方法得體，自然可以重建英語文的寫作能力。（紅色部份為筆者建議的更正。） My Experience of Taking Taking This Challenging Course of Rhetoric Last year, I took a challenging course of rhetoric which was designed by Professor Li. After taking this course, every Monday became as a nightmare for me. At the first, I really hated to come to this class. I thought this course was too challenging for me. Professor Li always asked us to answer some questions. I was always afried (SP?) that Professor Li would asked me to answer the questions, because I scared to speak English in the public and I afried (SP?) of making mistakes. It's so embarrssing. (SP?) But, after this the first semester (SP?), my opinion was totally changed. Every week, Professor Li would prepare great PPT for the class. Through the PPT, I had learned a lot of things and saw many beautiful pictures. In the class, Professor Li taught us how to use the correctly phrases and vocabulary in our writing and speaking. Also, he encouraged us to speak and write effectively. I really learned a lot from Professor Li's teaching. In short, I leaned a lot of (lessons) rhetoric knowledge form this class. For example, I learned how to speak and write effectively. As Professor Li said: "It's not the beginning of the end, it's the end of the beginning." Although, this course is coming to end, but I will keep practicing my English ability in my daily life. 針對這一層次的同學，筆者特別小心地按照Ken Hyland教授講求仔細修改，及提供綜合建議的寫作評閱的原則，在文章後誠摯地寫著： Congratulations for presenting your good conclusion. Do not be afraid of making grammatical mistakes in your writing. Be confident, and keep practicing. 顯然地，英語修辭學所強調的密集閱讀、詞彙運用、構詞方法與寫作歷練，讓這位原已放棄英文的同學，重獲自我的英文寫作信心。 修辭學與寫作改變了人生觀 一位來自單親家庭，天性聰穎，但精神不濟、喜愛蹺課的同學，經過筆者與之多次懇談後，開始啟發了她在修辭學的興趣，並發揮她的寫作潛能。下面這一篇短文，充分地展現她的英文寫作能力，並讓人感受到她未來的無限潛力。她的閱讀範圍很廣。自訂的題目取自筆者常引用的哈佛大學教授Samuel P. Huntington 及Lawrence E. Harrison所編的重要文獻：《Culture Matters》。 Rhetoric Really Matters! With the increase (acceleration?) of globalization, leaning English is a must. And the most important task (for mastering the English language) is to learn Rhetoric well! Rhetoric used to be an objective term which was absolutely foreign to me. I didn't give it much thought until I took the Rhetoric class this semester. In the very beginning, I was totally not interested in this course at all, and I didn't even care about my own learning. Nevertheless, the more Rhetoric class I took, the more information I got under the influence of Rhetoric patterns. Instead of being called just a common text, Rhetoric is no less than an art -- the art of speaking and writing effectively. During this semester, undoubtedly, Rhetoric did polish my writing and speaking skills. In addition, it let me see how far I can go and helped me make up my mind to let English become my sharp (weapon) tool and lifelong career. Rhetoric plays an extremely important role in learning English. As a matter of course, learning Rhetoric well is an important task for us! 這位同學在重新拾回英語學習的熱忱後，也開始在行為表現上有很大的改變。回家後開始主動幫忙做家事，人也變達觀開朗，讓她的外婆欣慰不已。 從害羞內向轉化為大方自在 一位原先屬於內向害羞的同學，在經過兩個學期的修辭學多元歷練後，整個人像脫胎換骨一般，不但英文說、寫能力精進，待人接物之道也跟著成熟沈穩。從下面這一篇短文的敘述中，就可體會到英語修辭學如何提昇了她的人生境界： What I Have Learned in the Rhetoric Class Rhetoric class is not only informative but also (active) dynamic in nature. Professor Li has worked hard and prepared us informative PowerPoint. I learned many beautiful sentences from it, such as "My heart leaps up when I behold a rainbow in the sky" by William Wordsworth, and "Not that I loved Caesar less, but that I loved Rome more." Of William Shakespeare. Besides, Professor Li also showed us fantastic pictures. For example, a picture of a handsome pose from of Mr. Wang Chien-ming on the New York Times. All of the PowerPoint slides make impressed us, and they made the rhetoric class alive. It was a good experience to have a group discussion (group dynamics) in the Rhetoric class. Five members of us were brain-storming together for accomplishment after trying to organize and accomplish our paper. What's more, it was a wonderful chance for us to practice speaking out and demonstrating our presentation in front of the class. I learned to be brave, have confidence in myself, and be a good listener. Leaning Rhetoric is not like "mission impossible." As long as we attend to classes on time, paying attention in class, and following the steps form of Professor Li, we could (Tense) enjoy the Rhetoric class very much. Last but not least, as Professor Li reminded us: "Enter to learn, Leave to serve." We should keep these words in mind forever so as to chart a new course of our life in the 21st century. 在修辭學的挑戰中，這位同學終於由害羞內向轉化為大方自在。冷眼觀察這位同學的心性成長，與圓融氣質的展現，筆者深感付出的時間與精力，非常值得。 大智若愚展才華 一位從大一開始就由筆者以「新生守護神」引導的同學，經過了英語修辭學的一連串歷練後，開始由過去的平庸表象，展現出落落大方、信心十足、容采煥發的氣質。甚至連口語與音調也因閱讀與寫作的契合，而變得更流暢。這位同學的短文所呈現的學習態度與成就感，應可作為現代大學生的表率。 A Good Learning Experience from Rhetoric The course of rhetoric is a helpful and interesting subject for me. From this course, I really learn a lot, I learn how to speak and write effectively. For example, Professor Li always gives us many opportunities to speak English in the class. Besides, he often teaches us how to pronounce correctly by adjusting our false inaccurate pronunciation. It's really a helpful experience for me. Moreover, in this semester Professor Li also makes use of a unique activity to help us learn English through rhetoric. He asked us to discuss a topic with our classmates in a group. To be honest, we had no idea about how to start the topic at first. However, after brainstorming, we had many ideas to share them with the teacher and classmates. It's truly an interesting experience. After taking this course for two semesters, I think I have learned a lot. I have become (brave) confident when (making) delivering an oral presentation in front of the class. And I also have more confidence than before. Hence, I still want like to thank you Professor Li, for working so hard to teach us. And rhetoric is really a helpful and interesting course for me. 在筆者所教的英語修辭學課上，沒有來自任何明星高中的學生。然而，這些「後來居上」的好學生在經過一年的英語修辭學，外加英文寫作的同步歷練後，他（她）們的成就不亞於筆者在台大外文系，與台師大英語系所教過的大多數學生。下列這位左營高中畢業的好學生，先是在第二學期就已將筆者指定的作業，再三修改、討論後，刊載於今（2007）年3月27日的《Taipei Times》（台北時報）上。見報的第三天，又獲得熱烈的讀者迴響。屏東教育大學的文學教授Chaim Melamed特地引用這位同學的內容於其論述中。下面的這篇短文，也驗證了她更上一層樓的心路歷程。 It is Worth of Working Hard Learning to become a better writer and speaker is no more longer a mission impossible for me after taking the whole year of Rhetoric class. The useful materials prepared by Prof. Li were the main power (driving force) to help me make progress on English. I caught the ideas through the Powerpoints, and contrasted them with my text book. I read all the wonderful articles and underlined the beautiful words as well as fluent sentences. Then I made some practices of writing English composition or a summary of a book. All the students were even asked to make a discussion in English. Through these training and practicing, I've become more sensitive about English. I was able to choose the proper words while writing articles. It was getting quicker for to catch the point while reading. Besides, Prof. Li asked us to go up the stage and (made) deliver an impromptu speech. It The series of practices really enhanced my speaking skill and organization ability. Gradually, I found out the magical power of Rhetoric class. Once I thought that there would be less help for me to learn Rhetoric. It even made me feel bored and frustrated. However, when I look back on the period of my learning, and what I have gained now, I am extremely satisfied (and gratified). I am so glad that I have passed all the challenges which help me become knowledgeable. It makes me I have come to realize that as long as we are willing to learn, we will be able to absorb all the scopes knowledge to help fulfill our dreams. 在全球各國積極提昇21世紀的高等教育品質，培養專業人才，與規劃國際競爭力的過程中，「英語文能力」（English proficiency)和「倫理教養」（ethics and character education)是不可缺乏的核心課程。筆者發現英語修辭學課程就是歷練這種現代核心課程的有效途徑之一。英語修辭學已經成為這批大學生的「心靈捕手」。 |
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| （回目錄） | |
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