世界咖啡館研究構初探－教學場域之實證性分析

本研究旨在透過世界咖啡館研究架構之初探，建立較為完整的世界咖啡館研究、教學模式，並應用於教學場域中，透過在通識課程運用「世界咖啡館」為教學策略，賦予學生在傳統公民相關課程中所缺乏的「生活化體驗民主的空間」，而這樣的課程設計所引發之實質效益為何？本研究採質性研究。設計18周世界咖啡館融入研究者開設之通識課程中，共進行8次世界咖啡館運作，每次240分鐘。以國立臺灣師範大學選修世界咖啡館融入公民教育學習方案之37位大專生為研究對象。資料來自於學生18周的學習反思日誌、TA觀察日誌及教師的觀察日誌，以質性軟體（Nvivo 9）進行編碼，並發展分析結構。主要研究發現「世界咖啡館」討論模式作為教學架構，具有應用的可能性：（一）可訓練平等尊重的聆聽能力，有助學生理解平等共同體參與的重要性。（二）可訓練理性發言的能力，有助學生瞭解理性發言的深層民主意義。（三）有助學生從「個體」到「集體」的認知建立。（四）可訓練系統性的思考脈絡，有助學生檢視自我，並建構新的思考模式。（五）可提供多元溝通方法的選擇，有助學生團隊合作、議題討論溝通及協調能力。（六）宜加強學生領導訓練，並輔以教學TA帶領，讓教師在討論中的角色不再明顯，讓學生學習更精準的掌控討論。

關鍵字

世界咖啡館；通識教育；教學場域；公民教育

並列摘要

The aim of this study was to explore the effectiveness of integrating the World Café into civil education at the university. This study tried to build the Framework of the World Café. discussed the Outcomes derived from the integration of the World Café into the teaching process were discussed. This study employed a qualitative approach. The study designed and implemented an 18-week general curriculum for the 37 students in the researcher’s class. We carried out an 18-week experimental teaching phase. The data of the study came from the learning portfolios from students, the reflective journals from the teachers as well as the teaching assistants. Data analyses were performed using Nvivo 9. Overall, the results indicated that: I. The integration of the World Café into civil education at the university needs to be developed and recognized. II. This discussion pattern emphasizes regimentation and regularization. It also enhances students' willing to engage in discussions. III. This discussion pattern encourages students to actually practice and reform social care. IV. This discussion pattern will let students understand the importance of community development. V. This discussion pattern can enhance the students' ability of communication and cooperation. VI. It needs more empowerment of the student to be a leader in the discussion process. Based on the findings derived from the study, we provide the abovementioned suggestions.