古典诗歌教学与写作能力之研究 ─ 以新加坡小学四年级生为例 (Teaching of classical Chinese poetry and enhancing writing skills - a study on primary four pupils in Singapore)

Abstract

在新加坡，将修辞教学融入语文教学方面的研究并不多见，对新加坡小学生的修辞技巧的应用现况的分析和研究也不多。这样的情况，促使笔者有意开展这方面的研究，希望借此能够提高小学生的写作能力外，也希望在小学任教的华文老师，在教学时，能够有意识地融入修辞的教学，以提高学生的语文素养。<br><br>本研究通过行动研究，以圣婴女校（客洛）小四深广班学生为研究对象，在第四学期及课程结束后，针对全班三十二位学生进行前后问卷及作文测试，比较教学前、后，学生之写作兴趣、态度与能力是否有显著的变化。在全班三十二位学生第一次独立写作后，由笔者依据学生写作作品分高、中、低三组进行分析。分析其经教学后作品的变化，从中来探寻以古典诗歌在语言上的特点，进行写作教学，对学生写作表现之影响。<br><br>初步统计数据表明，经过写作教学的训练后，学生对教材内容与教学活动之学习兴趣明显提升，对写作态度也有显著的改善。此外，学生在语文表达方面的表现也有明显进步。修辞手法运用得当，将使文章的表现手法较为娴熟、活泼、生动，但并不一定与取得高分有直接的关系。但是，写作教学的训练，对学生的写作能力产生积极的影响。<br>

In Singapore, it is rather rare to see the teaching of Rhetoric incorporated into language teaching, rarer still, the analysis and study of the extant of how primary school pupils in Singapore use Rhetoric. This motivated the author to carry out research in this area. It is hoped that through the teaching of rhetoric, the writing skills and subsequently, the language ability of primary school pupils could be improved.<br><br>This study is carried out by way of action research. A group of 32 primary four pupils from CHIJ (Kellock) were involved in this study. Data was collected and analyzed from pupils’ questionnaires as well as independent writing (pre and post teaching) to evaluate whether the students’ attitude and ability towards learning of writing through classical chinese poetry have any significant impact. At the beginning of the writing programme, pupils had to write a composition. Their writings were assessed and evaluated by the author and placed into three groups. The pupils were then taught rhetorical skills in their writing lessons. They were then tasked to write another composition after the writing programme. These compositions were subsequently analyzed to gauge how the teaching of rhetoric has impacted on the pupils’ writing.<br><br>Preliminary statistics show that, after teaching the writing package, the pupils’ interest in learning and involvement in writing activities improved significantly. Their attitude towards writing have also improved significantly. In addition, significant progress was also observed in the pupils’ language expression. Thus, rhetorical skills when used properly, would make the pupils’ writing more lively and vivid, but not necessarily translate into a high score for the pupils’ writing. Nonetheless, the teaching of the writing package has a positive impact on students' writing skills.