興趣驅動閱讀分為二種：一種是為了豐富背景知識的目的而閱讀，以學生自發興趣為主，稱為「大量 閱讀」；另一種是學生為了汲取特定主題知識的目的而閱讀，以老師引發興趣為主，稱為「主題閱讀」。 前者透過大量閱讀書本達到目的，後者則透過閱讀主題文章，雨者目標不同。然而，「主題閱讀」需 要「大量閱讀」提供學生廣泛的背景知識與興趣為基礎，才容易發揮，並有加乘效果。「主題閱讀」 透過老師的提問，觸發學生好奇心去了解主題内容所描述的真實情境與脈絡來進行學習，以提供有別 於傳統學校學科的學習興趣與動機。而這些真實情境的現象，通常都會跨不同學科知識與技巧，以主 題為主緊扣不同學科作為學習點，讓學生們一起閱讀、討論與思考。對老師來說，需要組織不同領域 的老師共同備課，提供學生跨領域教材，並引導學生學習。因此，本計畫基於上述理念，提出以興趣 驅動的「提問式主題閱讀」模式，即結合K-W-L模式與提問策略，促進學生閱讀相同主題的多篇跨 學科内容的文章，以汲取主題相關的知識。此外，因需要高品質與跨學科的主題閱讀文章，本計畫也 將培訓老師進行主題教材與「學問單」問題的編選製作，建立共享主題閱讀資料庫平台與相關主題文 章課程，以加速推廣和再利用。 ;There are two types of interest-driven reading with different purposes. Voluminous reading, through reading a large number of books, is for building massive background knowledge. Theme-based reading, on the other hand, through reading a number of articles from different perspectives or disciplines, is for acquiring knowledge of a particular theme. In the former, students’ interest is self-initiated while that, in the later, students’ interest is usually triggered by the teacher. Nevertheless, theme-based reading requires voluminous reading as the foundation because a student needs a vast amount of background knowledge and a pervasive interest to boost the effect of theme-based learning. Through questioning by the teacher, students’ curiosity is triggered to strive for searching and learning about knowledge about the theme with content came from multi-disciplines. This is different from what a traditional class can provide for motivating student’s interest in learning. Furthermore, students need to collaborate: read together, discuss together, and think together. Teachers with different expertise also have to get together to prepare for their lessons and guide their students to learn. Based on the aforementioned rationales, we propose an interest-driven theme-based enquiry reading model by incorporating K-W-L model and questioning strategy, students then being enabled to read and acquire knowledge from several articles of different disciplines but related to the same theme. Because this project needs high quality articles, we need to train teachers to develop sample theme-based articles and lessons as well as learning and questioning sheets. Finally, we will establish a platform for sharing these theme-based articles and disseminate them so that more teachers can use.
