船來了～相遇於自由談團體

Steering a Ship: Encounter Free-Floating Discussion

廖淑貞(Shu-Chen Liao) ； 蔣欣欣(Hsien-Hsien Chiang)

《榮總護理》 38卷4期 (2021/12) Pp. 331-341

https://doi.org/10.6142/VGHN.202112_38(4).0001

摘要

目的：探究自由談小組教學法促進師生共學的歷程。方法：以某護理學系選修團體分析課程之師生為對象，共十人，每週一次，每次兩小時的團體，包括書目導讀與自由談團體兩階段，共進行十二次，採反思分析法，由團體對話逐字稿、參與者課後反思文字稿、帶領者反思回饋文字稿、觀察員觀察筆記，進行內容分析。結果：以乘船的隱喻呈現自由談團體的歷程，分別是主題一如船引舵：空靈尺八聲、悠悠入心房；主題二心錨解舷：凝收視反聽、頓解自由談；主題三操槳行道：匯聚齊對話、能量悄萌升。結論：結合導讀與自由談的小組對話，創造一個師生共學的氛圍，由課堂內的互動，延續到課堂外，反之亦然。課堂外的課前導讀、課後書寫反思心得、典籍查證，跟自己對話，引導認識團體、進而投入團體；在課堂內，與團體相遇，因內在心靈的相會（encounter）而產生默會知識（tacit knowledge）。團體如船引舵，經由彼此的心錨解舷，師生共同操槳行道，划向生命的深處。透過自由談團體體驗與引導，如實本真地觀察客觀世界，進入主觀界的反思生命存在，產生超越主客觀的心靈境界。

關鍵字

團體 ； 自由談 ； 反思分析 ； 師生共學

並列摘要

Purpose: This study explored the reinforcement of teacher-student colearning with free-floating discussion. Methods: The 10 participants were the teachers and students taking an optional group analysis course at the School of Nursing. Twelve sessions were held once a week, each lasting 2 hours and divided into two parts: book-based guidance and free-floating discussion. The sessions were based on reflective analysis, with the discussed content analyzed using transcripts of the group dialogue, participants' and leaders' reflective feedback, and observers' journals. Results: The free-floating discussion process can be illustrated by the metaphor of steering a ship. Topic 1, steering a ship, relates to gradual mental guidance; topic 2, mental disanchoring, concerns listening and comprehensive free conversation; and topic 3, rowing forward, refers to collective dialogue and a gradual increase in energy. Conclusions: A teacher-student colearning environment was created through book-based guidance and free-floating discussion, with interaction extended beyond the classroom to extracurricular learning, and vice versa. The extracurricular learning included preparatory reading of books before class, written reflection after class, a review of the classics, self-dialogue, and an introduction to and engagement with the group. In class, the participants met and developed an implicit understanding of each other through spiritual encounters. The group was similar a ship being steered. Through mutual mental disanchoring, the teachers and students rowed forward toward the core meaning of life. Through free-floating discussion, reading, and guidance, they could observe the objective world and reflect on life in the subjective world, resulting in a transcendental spiritual state.

並列關鍵字

group ； free-floating discussion ； reflective analysis ； teacher-student colearning

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