中級華語課深度討論教學模式之行動研究

本研究主要採行動研究法並輔以調查法進行研究，目的在探討中級華語課堂中實施深度討論的過程中，學生的學習變化、師生的上課情況，以及學生與教師在執行完深度討論後的感想和看法。本研究之對象為25位就讀於臺北市某國立大學之大一、大二與該學期之交換生，其華語能力皆落在中級至中高級之間，另外還有5位有執行深度討論經驗之教師。透過實際課堂觀察、提問單、小組討論錄音轉譯編碼資料、學生問卷與教師訪談錄音等資料收集並分析，所獲結果如下：一、提問方面，學習者從測試型提問（TQ）到求知型提問（AQ）的數量有顯著變化；回應能力方面，解釋性談話（EE）與累積式談話（CT）的次數有明顯的提升，但探索式談話（ET）的成長則較不明顯；另外，學習者普遍希望教師繼續在課堂中施行深度討論，對於課中融入深度討論抱持正面的看法。二、在備課方面，課前的書面資料需準備得比以往多；課中的小組討論必須按照深度討論的模式進行，且須比以往更注意討論的運作與細節規劃；課後對學生討論情況的分析教師應視本身的情況進行調整，不見得要完全按照深度討論的內容執行；另外，教師普遍對於在課中融入深度討論以及深度討論所帶給自己在教學上與學生在學習上的變化，持正面與支持的態度。期盼透過本研究能提供欲在中級華語課中融入深度討論的教師之參考與依據。

關鍵字

華語教學；中級華語課程；討論式教學；深度討論；行動研究

並列摘要

This research mainly adopts the action research method and supplemented by the survey method. This study intends to explore the changes in students' learning, the situation of teachers and students in the process of quality talk in intermediate Chinese classes, and the feelings and opinions of students and teachers after conducting quality talk. The research subjects are 25 freshman and sophomore students who are studying at a national university in Taipei City and their Chinese proficiency falls between intermediate and intermediate-high, and moreover 5 teachers who have experience in conducting quality talk. After collectioning and analyzing the data of actual classroom observation, question lists, group discussion record, students’ questionnaires and teachers’ interview record, the results obtained are as follows： 1.In the aspect of question asking, the number of learners from Test Question (TQ) to Authentic Question (AQ) has changed significantly. In the aspect of the ability of respose, the number of Elaborated Explanation (EE) and Cumulative Talk (CT) are significantly improved, but the growth of Exploratory Talk (ET) is less obvious. In addition, learners generally hope that teachers will continue to conduct quality talk in the classroom, and have a positive view of incorporating quality talk in the classroom. 2.In the aspect of lesson preparation, more auxiliary materials should be prepared before the lesson; the group discussion in the class must be conducted in quality talk mode, and the operation and detailed planning of the discussion must pay more attention than before; teachers should adjust the analysis of the student ’s discussion after the classroom discussion according to their own situation.In addition, teachers generally have a positive and supportive attitude towards conducting quality talk in the class and the changes that the quality talk brings to their teaching and the changes of students’ learning. It is hoped that through this research, I can provide reference and basis for teachers who want to incorporate quality talk in intermediate Chinese lesson.