本文運用「問題導向教學法」搭建學習鷹架，以〈原君〉文本與公民意識為課程核心，讓同學能在漸次深入、思辨的過程中，明大學國文課程之「用」，乃至獨立思考、深度批判。並就課程設計、教案操作、施行結果與反思應用，多所討論。黃宗羲〈原君〉討論君主制度、民本思想、公私之分等問題，也是黃宗羲面對自身所處時代環境，所提出的思考與解方。此種思考脈絡與社會關懷，自可拓展至當代的諸多社會議題，即為公民意識的培養與思辨能力的提升。再由深度討論、行動學習等教學方式，培養學生合作、溝通與解決問題之核心能力。以「問題引導─文本講授─主題潛思─課堂討論─教師總結─摹習寫作─閱改回饋」的教學流程，總體提升學生思辨能力，並反饋至對當代社會的關懷。

This study uses problem-based teaching method to enable scaffolding for students. The text of Yuan Jun and citizenship are set as the core of the course to design lesson plans. The course guides the students through progressive exploration and speculation processes to understand the utility of Chinese general education in university and to develop their independent and critical thinking abilities. Huang Zongxi’s Yuan Jun involves discussion of issues including the monarchy system, people-based thinking, and separation of public and private matters. The contents were thoughts and solutions Huang proposed according to his contemporary environments. The speculative context and social concern in Yuan Jun can be extended to many social issues in contemporary society to facilitate cultivation and speculation of citizenship. This study discusses the course design, operations of the lesson plans, teaching outcomes, and reflection on the applied methods. The aim is to help cultivate students’ core abilities in cooperation, communication, and problem solving. Consequently, the students’ overall critical thinking abilities can be enhanced. With such abilities, the students can apply what they have learned as feedback to issues of contemporary society.

大學國文; 問題導向; 思辨教育; 公民意識

Chinese teaching at university; problem-based learning; speculative education; citizenship