國中課堂教師口語鷹架特徵之探究：以英文課堂的師生對話分析為例

學生的課堂表現需要教師適時提供口語鷹架的回饋，協助學生達成教學目標。本研究從課堂師生對話，分析教師在課堂使用口語鷹架的特徵及再述在口語鷹架的意義。研究對象為臺北市兩個八年級英文課堂的班級師生，採用非參與觀察法，進行關鍵詞的兩層焦點分析與再述分析。研究發現教學任務較複雜及學生有理解需求時，教師使用較豐富的鷹架，拆解成數個焦點且依邏輯靈活結合說明比較式結構安排，並將這些焦點透過許多的轉化形成一連串的字義關係網絡，特別是朝向換句話說或具象化以協助學生理解。積極與非積極再述的肯定句含有較高的教師權威，使用非積極再述疑問句時，師生之間地位較平等。

關鍵字

課堂對話；國中；再述；鷹架

並列摘要

Teachers must feedback on actual performance of students in the class to reach instruction goals. Verbal conceptual scaffolding is the useful instruction to achieve the goals. The research purposes are to explore features of verbal scaffolding in the class and the revoicing in the scaffolding. Research method is non-participant observation. Subjects are two 8th grade English classes from two municipal junior high schools in Taipei. Two layers analysis of key words and revoicing analysis are conducted. The results show teachers usually use more complex scaffolding when students receive more complicated tasks or in need of deeper understanding of principles. Teachers break down the idea into several key words and arrange flexibly the key words into comparative, expository or combined structures. Moreover, a key word is further developed into a web of relative meaning structure of words. The meaning web is built toward using other words and concrete to help students understand. Active revoicing and inactive revoicing in declarative sentence show higher authority of teachers. Inactive revoicing in interrogative sentence shows more equal in status between teachers and students.

並列關鍵字

classroom discourse ； junior high school ； revoicing ； scaffolding

參考文獻

郭實渝（2008）。教學建構主義的哲學基礎。臺東大學教育學報，19(2)，119-142。doi:10.6778/nttuerj.200812.0119[Kuo, S.-Y. (2008). Philosophical foundation of constructivism in teaching theories. NTTU Educational Research Journal, 19(2), 119-142. doi:10.6778/nttuerj.200812.0119]

蔡清田（1998）。建構主義取向的課程設計。課程與教學，1(3)，15-30。doi:10.6384/ciq.199807.0015[Tsai, C.-T. (1998). Constructivism approach to curriculum design. Curriculum & Instruction Quarterly, 1(3), 15-30. doi:10.6384/ciq.199807.0015]

Burke, A. (2017). An analysis of a teacher’s use of revoicing during a third grade literature discussion. Literacy Research and Instruction, 56, 1-20. doi:10.1080/19388071.2016.1210707

Butler, D. L. (1998). In search of the architect of learning: A commentary on scaffolding as a metaphor for instructional interactions. Journal of Learning Disabilities, 31, 374-385. doi:10.1177/002221949803100407

Chen, Y.-C., Hand, B., & Norton-Meier, L. (2017). Teacher roles of questioning in early elementary science classrooms: A framework promoting student cognitive complexities in argumentation. Research in Science Education, 47, 373-405. doi:10.1007/s11165-015-9506-6

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國中課堂教師口語鷹架特徵之探究：以英文課堂的師生對話分析為例

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