本研究旨在探討無邊界學習融入「武俠小說文化研究」課程的教與學歷程，及此教學策略對於大學生情意素養的影響。透過課程設計與無邊界學習之話題、對話、敘事、體驗等教學策略，突顯課程的意義不是單向呈現和傳輸，而是通過反思性思考、敘述性內省、修正性詮釋、情景性體驗與對話性交互作用所創造而成。本研究以內容分析法配合個案研究法探究無邊界學習之成效，研究者在教學過程中搜集50位修課學生之現場文本，透過期初「閱讀趣味與修課動機調查」、「走進金庸」的內容分析、期末透過「學習回顧問卷」分析，統整研究文本的脈絡。本研究結果發現，學生的閱讀趣味呈現多元的個性化趨向，學習動機也因興趣與意願的提升，產生較強學習投入；以無邊界學習理念為架構的課程設計，能顯著提升學生的情意素養，並能觸發學生多面向的情意反應與發展。本研究提出相關建議作為未來有興趣開設類似課程的教師參考。
Reading is a mental procedure of obtaining information and meanings, an approach to understand the world, and a key point of people's accumulation of personal quality. However, in recent 15 years, the result of most reading related surveys showed that compared with previous research, the tendency of reading habit, purchase quantity of books, reading time and budget of buying books are going down in our country,. Nearly 30% of people don't have reading habit, more than half of the college students spend less than an hour on reading per day, and 70% of people regard scrolling on Facebook as reading.
Scientific research found that reading novels can not only make us become smarter, but also make us more considerate. Brain-observing neuroscientist pointed out that reading novels can activate many areas in brain and strengthen neural connections. Even after reading, our brain will still be active for a period of time under the effect of shadow activity. Psychologists probing the connections between reading and mental activity also proved that reading novels can enhance our ability to observe and understand others' mood, helping us to deal with complicated interpersonal relationships in real life.
From these researches, it is obvious that besides providing knowledge and educational functions, reading can also improve our living method and promote mental growth. But, according to the research conducted by National Central Library (NCL), 2018 Annual Report on Reading and Reading Ability in Taiwan, it revealed that younger group has the least volume-borrowed quantity, which reflecting a worrying fact that with the most time and selections, the reading habit tendency of younger group is the least. Another thing that worth noticing is that in NCL's research, it also announced the list of Annual Most Popular Books and Wuxia fiction is one of the most popular extracurricular readingmaterials. As the researcher of this study has started years of the curriculum called ＂Cultural Research of Wuxia Fiction＂, such reading tendency triggered her curiosity and imagination of how to promote students' reading interest and affective quality.
This research aims to combine borderless learning and the curriculum of ＂CulturalResearch of Wuxia Fiction＂ and emphasize that knowledge should be regarded as ponder of people's interest, value and action. It is self-constructed, rather being formed by external force or instilled. The purpose of the curriculum is based on autobiographic ponder, descriptive introspect, corrective interpretation and conversational interaction, rather than one-way presentation and transfer. Based on the above research motivation, it brings out two main purposes of this research: (1) probe the process of teach and learning of borderless learning and the curriculum of ＂CulturalResearch of Wuxia Fiction＂ and (2) probe the influence of borderless learning strategy towards students' affective education.
The curriculum is combing affective course design, which means that we organize proper affective content with teaching materials to guide students entering various scenarios, connecting learns' own living experience and allowing students' to put what they learned to use. Besides focusing on basic elements of fiction, we also add martial arts and its related metaphor to the class and combining affective elements in Jin Yong's fictions (Figure 1) to the teaching activities.
The research subject is 50 students who took this curriculum in the second semester in 2020. They come from eight different departments, including department of medicine, department of Chinese medicine, department of dentistry, department of pharmacy, department of occupational safety and health, department of public health, department of physical therapy and department of Chinese medicine resources . The type of this study is qualitative study; in the data analysis process, we analyze questionnaires and apply context analysis to explain certain tendency and infer its background and meaning.
This research adopted midterm assignment as database of contex analysis, studying the affective development of students. All research is conducted under natural scenario, collecting data with observation, analysis and questionnaire, rather than experimental control. Research materials include various on-site data from all activities throughout this course, including questionnaires and midterm assignment. We analyze these context with the phrase segment system of Chinese Knowledge and Information Processing (CKIP). To avoid being taken out of the context during the process, we adopted stem analysis to analyze all context we collect in this course. Data analysis tool is referred and modified from Cheng's reference system, combines Krathwohl's five affective objectives and Martin 's and Reigeluth's affective domains (emotion, aesthetic, morality, spirit and society) and establishes a affective analysis reference list that fits this course.
This study is conducted by triangulation method, using multiple data to analyze, compare and conclude to enhance the liability of the study. The triangulation of the study includes analyst correction (researcher and her friend who will give frank advice), reference correction (course activity record, student learning feedback, questionnaires, midterm assignment), and method correction (observation, reflection, data collection, questionnaire survey).
From the analysis of the questionnaire in the beginning of the semester, we found that students' reading tendency reveals personality-oriented variation. For example, when they were asked which is their most favorite fiction of Jin Yong, works with fewer attention are listed, such as ＂White Horse Neighs in the Western Wind＂, ＂Ode to Gallantry＂ and ＂A Deadly Secret＂. The reason why students like ＂The Book and the Sword＂ is that it is their first Jin Yong's fiction.
From the stem analysis, we found that the level of aesthetic internalization is the highest, which demonstrated most students can achieve the goal of learning through reading.
As for the result of the questionnaire in the end of the semester, we asked students to state the reason why they like this course. Besides expressing the likeness towards Wuxia fiction's legacy, allegorical features and symbolization, many students think that the midterm assignment make them understand more about fiction figures' action motivation and mental process of making choice. Additionally, we blur the boundary of teacher and student, having students be assisting teachers for inspiring their ability, trigger learning motivation and chase for knowledge spontaneously. Also, we respect personality oriented reading tendency. Another question is asking students to state why they dislike this course. Most of the reason is the depth and width of the fiction are beyond students' understand capability and make it difficult to have further discussion. It can be improved by implementing related film works for promoting students' reading willingness and motivation.
In conclusion, this curriculum is framed by the concept of borderless learning and designed to raise students affective quality. Through this course, learners have quite positive reflection on both context reading and course activities. Researcher also found that being the member growing under the influence of digital network and technological products, Generation Z is familiar with all kinds of various information techniques, gets used to obtain new information from videos and is capable of applying the talent to learning process and group project presentation. Such feature is perfectly demonstrated throughout the course and it can be one of the main research aspects for researcher to probe in the future study towards conquering the boundary of teacher and students, teaching and learning.
無邊界學習; 武俠小說; 情意教育
borderless learning; wuxia fiction; affective education