『全班對話式討論』應用於中學物理科教學之初探

黃琡尹

指導教授 ： 黃福坤

國立臺灣師範大學/理學院/物理學系/碩士(2011年)

摘要

本研究旨在探討三位中學物理教師如何進行全班對話式討論（whole-class dialogic discussion），採用觀察研究法記錄課堂內的言談，並分析逐字稿，且與對象教師進行訪談以適當詮釋語料。研究首先描述三位教師一般教學的風格，然後再探討教師們個人採取的引導討論方式，以及在討論過程中師生間之互動回應情形。歸納資料後所得到的結果如下：

（一）教師們在一般教學的言談主要都是「教師口述」和「權威式討論」，顯少出現「對話式討論」。此外，在課堂上師生發言時間比例相當懸殊。

（二）教師們在進行全班對話式討論時，言談類型變成主要是「對話式討論」和「其他」，因為教師需要經常管理或指導學生，以輔助討論進行。

（三）三位教師進行全班對話式討論的方式分別為： 一、紅白大對抗型（附獎品），獲得學生最積極的回應和學生間最熱烈的互動；二、隨機採訪型，獲得學生最多元的意見；三、益智問答型（附獎品），具有大量引導提示，故學生意見較一致，彼此間也不容易互相回應。

（四）難度適中的問題最有機會引發學生較多的互動回應，且回答的發言時間長度也較長。以整體來看，學生在討論中發言的比例大致上可隨著討論的再次進行而獲得提升。

本研究希望能藉由詳細描述討論的進行策略及發生的情況，讓未來想應用全班對話式討論的教師酌情參考，針對不足之處加以改進，以期收到良好的教學成效。

關鍵字

對話 ； 討論 ； 言談 ； 互動 ； 物理 ； 教學

並列摘要

The aim of this research is exploring how and to what the physics teachers apply the whole-class dialogic discussion. The research objects are three secondary school physics teachers. The study first describes three teachers’ talk types in original teaching by observing and analyzing the classroom discourse, audio-taped and transcribed verbatim and interviewing with the teachers. Then we discuss the specific way which the teachers conduct whole-class dialogic discussion and the interaction between teachers and students. The findings of the research are as follows:

1. The three teachers’ talk types in their original teaching are mainly “teacher presentation” and “authoritative discussion”, rarely “dialogic discussion.” The speaking in the class is mostly from the teachers.

2. The three teachers’ talk types are mainly “dialogic discussion” and “others” in the lesson when they conduct whole-class dialogic discussion, because teachers have to lead and supervise students for the discussion to continue.

3. They try to conduct whole-class dialogic discussion with the following approaches: (1) Dividing the students into two teams and inducing them to compete with each other may get the most responses and the best interaction. (2) Making a random interview and discovering the opinions of students may collect different kinds of creative ideas. (3) Releasing hints to students by stages to help them find the answers may result in the fact that students respond similarly and seldom comment on others’ opinions.

4. We found there are more students’ interaction and response if the questions are moderately difficult, the students’ interaction and response. Overall, the percentage of students’ speaking in the whole-class dialogic discussion increases gradually with times of discussion.

The detailed description of the condition of whole-class dialogic discussion might be the references for teachers who would like to conduct such a teaching method in the future, and help them to obtain more efficient teaching results.

並列關鍵字

dialogue ； discussion ； discourse ； interaction ； physics ； teaching

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