本研究旨在探索多樣性的英文教學方式及活動，來引導學生去採用批判識讀的文本閱讀與解析策略來分析及回應西洋童話文本。透過這樣的英文教學，相關的批判識讀活動及教學任務能夠增進學生對文本的批判力，加強他們對閱讀批判及反省, 進而改造這個世界。本研究的目標也在探討如何將批判識讀的相關英文教學活動應用於西洋童話的教學，並同時討論如何透過這樣的文學課堂活動幫助學生理解、批判、重讀西洋童話。最後，本研究試圖提出研究發現，來證實將批判識讀運用於高中英文教學及課綱的可行性及可能性。
　　本研究的對象是臺北市立中正高級中學九位高一英文資優班的學生。所有受試的英文資優班學生選修老師所設計的英文資優班專題課程：”西洋童話與批判識讀。”在資料分析方面，針對受試者填寫問卷結果、學習單、訪談內容及研究者觀察紀錄等來加以分析。以下是根據本論文中質化及量化的研究資料中所提供的研究發現。

1. 關於學生對將批判識讀應用於英文童話文本的態度來說，大部分的英文資優班學生表示對批判識讀應用於英文童話文本的教學策略依舊保持強烈的興趣。
2. 根據學生在訪談及問卷上的回應，大部分的學生表示他們願意繼續做更多批判/深度思考活動及採納多元化閱讀策略來分析西洋童話。
3. 雖然英文資優班的學生對於批判識讀的態度並無顯著的改變，但是他們認為在這樣利用批判識讀活動來解析西洋文學文本的環境中，他們的英文能力及讀寫能力大幅成長。
4. 在這些西洋童話的課堂中，學生們沉浸於批判反省式語言學習訓練中。根據學生的問卷及訪談結果發現，大部分的學生表示此實驗對於英文文本的深度理解及英語文能力的成長發展有直接的影響。
5. 大部分的學生對批判識讀的教學活動、任務、學習單有正面的回應。
6. 在這樣設計的西洋童話課程中，學生經歷正面的個人成長；因為本堂課所採取的批判讀寫課程活動，提升這九位學生對於批判讀寫的英語文學習融入在西洋童話及其他文學文類的興趣。

　　本論文研究發現提供了以上正面的見解，可以協助英語文教師了解如何在台灣的高中英文課程中實行批判識讀的教學策略 。同時這些英文資優班的學生也從本西洋童話的專題課程中，維持他們的學習興趣、增進他們英語文實力、協助他們的個人成長、面對處理社會批判及關懷、應用批判識讀的能力。

The purpose of this study seeks to investigate a variety of ways and tasks in which students reply to texts when encouraged to adopt a critical and questioning approach to analyzing texts. Through this effort, these relevant critical literacy activities can foster the students’ critical engagement with texts and the development of a critical stance towards reading and revising the world. This study also aims at discussing how to implement the appropriate and applicable critical literacy activities in EFL classes regarding fairy tales and how to help students to comprehend, critique, and reread fairy tales. Ultimately, this study attempts to yield vital implications for the practicality and feasibility of applying a critical literacy framework to the secondary level of EFL education.
　　A total of nine 10th graders at Taipei Municipal Zhongzheng Senior High School in Taipei City participated in this study. They are qualified English-gifted students taking the researcher’s seminar course in the English Honors Program, entitled “Fairy Tales and Critical Literacy.” Data were collected from the researcher’s observation records, the students’ questionnaires, interviews, and worksheets. Based on the analyses of both quantitative and qualitative data, the findings of the study are listed as follows:

1. To start with, regarding the attitudes toward applying critical literacy to English fairy tales, most English-gifted students still remained interested in analyzing English fairy tales by way of critical literacy.

2. Besides, on basis of the students’ responses in the interviews as well as on the questionnaires, most students unveiled that they were willing to do more advanced thinking and adopt multiple readings to interpret the fairy tales.

3. Even though their mindset of critical literacy didn’t show significant growth just as mentioned above, through the processes of critical literacy learning, the students’ English proficiency and literacy ability improved by leaps and bounds in the context of response-based and student-centered learning.

4. Furthermore, in these fairy tale class sessions, the students were immersed in the critical training of listening, speaking, reading and writing. Based on the questionnaires and the interviews, most of the students endorsed the effects of this experimental project on their expressed depth of understanding and the maturity of their language proficiency.

5. What’s more, responding to the critical literacy activities and worksheets in this study, most of the students held positive attitude toward them.

6. Last but not least, as to the personal growth the students experienced in these fairy tale classes, the critical stance prompted all of the nine students to increase their interest in applying critical literacy toward fairy tales or all the other genres.

　　On the whole, the abovementioned findings are encouraging, and they provide several above insights into how a critical literacy perspective can be better approached and implemented in senior high schools in Taiwan. From the findings of this research, obviously, these high achievers did benefit a great deal from the application of these critical approaches in maintaining their learning interest, advancing target language skills, fostering personal growth, addressing social critique and concern, and exercising critical literacy.

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