一名高中生物教師改善提問教學策略之行動研究

本研究為一名高中生物教師改善自身教學提問策略的行動研究。本研究目的主要分為三個部分：一、探討如何進行符合教學目標的問題設計，二、教學提問技巧改善，三、良好提問討論氣氛經營。研究方法為行動研究法，收集教師省思札記、訪談、問卷等資料，利用文件分析法進行分析。設計改善提問教學的行動方案，並執行兩個循環並反思。研究主要發現在應用生物課程教學中，一、分析應用性問題可連結基礎生物知識與科技原理；評鑑批判性問題可用於社會性科學議題的批判思考；想像創造性問題可開展學生對於未來科技的展望與想像。設計問題時應使用精確的文字描述並貼近學生生活經驗，挑戰性問題需要以鷹架輔助學習；後設認知性問題有助於學生監控認知思維歷程。二、在提問教學技巧上可善用指名、補充、讚賞等原則，並可以搭配線上教學輔助工具以活用高原式策略並鼓勵學生主動提出問題。三、營造良好提問討論氣氛可以利用小組討論來進行，訂定適當的提問討論規範與並維持友善及支持的態度。

關鍵字

提問；提問與回應；行動研究；個案研究；文件分析

並列摘要

This study is an action research on the problem-solving Process of questioning difficulties for a high school biology teacher. The purpose of this study is mainly divided into three parts: first, to explore how to design the problem in line with the teaching objectives, second, to improve the teaching questioning skills, and to discuss and discuss the atmosphere. The research method is the action research method, which collects teachers' reflective journal, interviews, questionnaires and other materials, and analyzes them by using document analysis. Design an action plan to improve the questioning teaching and perform two cycles and reflect. The research mainly finds that in the application of biology curriculum teaching, first, the analysis of applied problems can link basic biological knowledge and scientific and technological principles; the evaluation of critical questions can be used for critical thinking of social science topics; the imagination of creative problems can carry out students' knowledge of future science and technology. Looking forward to and imagining. Design questions should be based on accurate textual descriptions and close to student life experiences. Challenging questioning need to be aided by scaffolding. Metacognition questions help students monitor cognitive thinking. Second, in the questioning teaching skills can make good use of the principles of name, supplement, appreciation, and can be combined with online teaching aids to use the plateau strategy and encourage students to ask questions. Third, create a good question and discussion atmosphere can be used to conduct group discussions, set appropriate questions to discuss norms and maintain a friendly and supportive attitude to promote students to actively discuss and discuss.