- 期刊
- OpenAccess
發展國中科學課堂裡的探究式對話：人文觀點的科學教育實踐
Fostering Discourses of Inquiry in a Junior High School Science Class: Teaching Practice in Humanistic Science Education
摘要
本研究探討教師如何以溝通式教學策略發展科學課堂裡的探究式對話，聚焦於歷程中教師面臨的挑戰及實踐知識。本研究採行動研究：以5E探究階段與溝通式對話教學策略作為理論架構，設計國中八年級理化科波動與光學兩單元教案，課程實施六週期間蒐集教學影帶、教師札記及學生討論錄音、筆記作品及訪談等，作為每週反思與調整教學用。研究發現挑戰在於探究式對話時間不足、學生被動參與的行為、決定小組或全班討論的時機，以及如何使學生評估他們的理解，促進反思。研究呈現教師的思考與變通：一、以「積雪」比喻探究能力將隨時間累積，故需決定單元關鍵的探究問題且剔除不必要的活動；二、為了讓學生擁有「心流體驗」、持續探究的動機，需評估任務難易程度決定探究對話的情境－刪除過於容易的問題；太難的任務要從小組適時切換至全班討論，透過師生共同對話，逐漸提升探究與思考的品質。同時心流模型幫助初任教師漸進學習，獲得探究教學的最佳體驗；三、研究中設計課後的進階探究問題，有助於學生活用所學於理解日常現象，並促進反思。未來研究建議包含融入科學課堂探究式對話的教科書單元設計，及課堂師生對話的語意結構分析以確立探究目標的達成等。
並列摘要
This study explores communicative approach in instruction to develop discourses of inquiry in a science classroom. It focuses on the challenges faced by the teacher and the practical knowledge gained through the process. Action research was conducted: Lesson plans for the wave and optics units in Grade 8 physics were developed based on communicative approach of the 5E instructional model; during the six-week implementation, data were collected and analyzed for weekly reflections and adjustments. These data include class recordings, the teacher's reflection notes, student work, and student interviews. Results reveal challenges including insufficient time for discourse of inquiry, passive student behaviors, how to determine the proper moments for small group or general class discussions and how to enable students to assess their understanding and promote reflection. The teacher's considerations and actions in addressing these challenges indicate the following: (1) Teachers can determine essential tasks and questions while eliminating unnecessary ones during lesson planning by conceptualizing students' inquiry skills as akin to snowflakes accumulating over time. (2) In order to have students own the "flow experience" for inquiry, teachers need to facilitate modes of discussion according to task difficulty; removing tasks that are too easy, and switching from small groups to general class discussions when the tasks are more difficult. Thus, students would gradually gain inquiry skills and knowledge through participation in quality dialogue with others. Meanwhile, the flow model helps the teacher own an optimal experience for inquiry-based teaching. (3) Advanced inquiry tasks helped students reflect by connecting science with daily life. Further research is suggested to incorporate communicative approach into the design of inquiry-based science textbooks as well as analyze semantic structures of discourse to better understand how inquiry goals are achieved.