國小國語課深度討論教學模式之行動研究

An Action Research on Applying Quality Talk to the Sixth Grade Chinese

蕭淑芬(Hsiao Shu-Fen)

指導教授 ： 陳昭珍

國立臺灣師範大學/教育學院/圖書資訊學研究所/碩士(2018年)

https://doi.org/10.6345/THE.NTNU.GLIS.011.2018.A01

摘要

本研究旨在探討深度討論融入國小國語課透過提問討論的方式，是否能誘發學生思考及討論更多不同層次問題？研究目的有二：其一為探討深度討論在國民小學合宜的進行教學模式；其二為國小學生進行深度討論學習差異變化如何？
採用行動研究法，研究臺北市A學校六年A班27位學生為研究對象，透過國語課的課程進行二學期的深度討論、經小組討論錄影、錄音轉譯編碼資料、教學觀察紀錄省思札記、學生問卷、訪談等資料的蒐集與分析，所獲得的研究結果如下：
一、 教師從講述式教學在嘗試期轉為引導教學者，並以學生提問討論為主的教學模式取代教師部份講述，在正式討論期在教學策略上認同並實踐深度討論教學，運用同儕合作學習提升學生思考、提問、口語表達能力。
深度討論在國小國語課合宜的進行教學模式教師先熟悉並認同深度討論教學，指導學生練習個人提問，教師引導學生參與金魚缸討論示範，再透過異質分組進行小組討論。
二、 研究對象在進行深度討論教學後皆表示喜歡課堂進行討論教學且對於課文理解、提問能力、回應從測試型到求知型問題事件類型及回應次數皆有明顯提升。

關鍵字

國語課 ； 深度討論 ； 教學模式 ； 行動研究

並列摘要

This study aims to analyze whether the quality talk can encourage students to think and discuss more questions of different levels through question and discussion sessions in the Chinese lecture of elementary school. The purposes of this study is to find out the appropriate teaching model of quality talk in the elementary school and to identify the learning differences of school children participating in the talk.
By action research, the researcher conducted the quality talk for 2 semesters in the Chinese lecture of elementary school A in Taipei City. 27 students from Class 6A participated in the group discussion. After collection and analysis of video records, transcripts, teaching observations, questionnaires filled by students, and interviews, the results obtained are as follows:
1. In the initial stage, the teaching model is changed from didactic teaching to guided instruction, and lectures given by the teacher is replaced by question and discussion sessions which are student-centered. In the formal discussion stage, the teacher identifies and practices the teaching strategy of quality talk. Students’ thinking, questioning, and oral expression skills are enhanced via peer-to-peer learning.
The appropriate teaching model of quality talk in the Chinese lecture of elementary school is after the teacher gets familiar and agrees with the approach, he/she starts to instruct students to practice questioning. Next, the teacher initiates the fish bowl discussion for demonstration. Finally, group discussions are conducted through heterogeneous grouping.
2. After quality talk, the research subjects express their preferences for in-class discussion. In addition, students’ understanding of the text, their ability to ask questions, as well as the number of knowledge type questions and responses are significantly improved.

並列關鍵字

Chinese lecture ； quality talk ； teaching model ； action research

參考文獻

西文部分

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Maree, D.,& Kane, M.(2016). The use of Quality Talk to increase criticalanalytical speaking and writing of studentsin three secondary schools.British Educational Research Journal,42(2), 342–365.