本研究旨在回應臺灣高等教育人文課程長期受考試導向與工具理性影響之教學困境。長此以往大學國文課程偏重知識傳遞與標準答案，致使學生在文本理解、批判思考與自我反省能力上表現受限，並影響其學習動機與人文素養之養成。儘管既有研究指出反思寫作具促進深層學習之潛力，然其於古典文學課程中的系統性應用與實證成效仍有不足。據此，本研究以大一國文「《詩經》選讀」為教學場域，導入3W反思寫作（What, So What, Now What），探討其對學生文本理解、思辨能力與自我知識建構之影響。本研究以質性分析反思寫作學習單、反思日誌及匿名問卷，並輔以反思傾向量表檢定前、後測之差異。研究結果顯示：一、學生能由表層理解轉向多元觀點之批判思辨，並形成個人化詮釋；二、反思寫作表現良好以上者逾八成，顯示教學介入具實質成效；三、反思傾向量表前、後測有顯著差異（p < .001），學生實際的反思傾向明顯提升。反思寫作融入古典文學課程確實有助於突破傳統教學局限，深化學生之批判思考與自我理解，並提升人文素養與學習動機。

Humanities instruction in Taiwanese higher education has long been constrained by exam-oriented practices and instrumental rationality, with college-level Chinese courses emphasizing knowledge transmission and standardized responses. Such approaches limit students’ capacities for textual interpretation, critical thinking, and self-reflection. Although reflective writing is recognized for promoting deep learning, its systematic application in classical Chinese literature courses remains underexplored. This study examines the integration of the 3W reflective writing framework (What, So What, Now What) into a freshman-level course, Selected Readings from the Book of Songs. Adopting a qualitative-dominant mixed-methods design, data were collected from reflective worksheets, journals, and anonymous questionnaires, supplemented by pre-post testing using a reflective disposition scale. Findings indicate that students developed multi-perspectival interpretations and personalized meaning-making. Over 80% demonstrated above-average reflective performance, and statistically significant gains were observed in reflective disposition (p < .001). These results support the effectiveness of reflective writing in enhancing critical thinking, self-understanding, and humanistic literacy, offering a replicable model for reorienting humanities pedagogy beyond exam-driven paradigms.

大一國文、反思寫作、3W反思法、經典閱讀、自我知識

Freshman Chinese, reflective writing, 3W reflection method, classic reading, self-knowledge