探討運用世界咖啡館會談方式對國中生涯規劃議題融入綜合活動領域課程之影響

Exploring the Influence of the Implementation of the World Café Dialogue Method on the Effectiveness of the Integration of Career Planning Issues into Integrative Activities Curriculum in Junior High Schools

李瑜珍(LEE YU-CHEN)

指導教授 ： 廖婉鈞

國立屏東科技大學/人文暨社會科學院/技職教育研究所/碩士(2022年)

https://doi.org/10.6346/NPUST202200113

摘要

學號：M10970006
論文名稱：探討運用世界咖啡館會談方式對國中生涯規劃議題融入綜合活動領域課程之影響
總頁數：199
學校名稱：國立屏東科技大學 系（所）別：技術及職業教育研究所
畢業時間及摘要別：110學年度第2學期碩士學位論文摘要
研究生：李瑜珍 指導教授：廖婉鈞 博士
論文摘要：
本研究旨在探討運用世界咖啡館會談方式實施國中生涯規劃議題融入綜合活動領域課程後，教師的教學省思以及對學生學習之影響，研究目的包含：一、教師教學歷程中所遇到或觀察到的問題與解決策略；二、教師後續使用世界咖啡館會談方式教學之意願，或對個人教學之影響；三、學生參與討論與互動情形；四、學生學習情形與學習態度。
研究方法採質性個案研究法，以問卷調查、訪談、教學日誌、課室觀察為蒐集資料主要方法，所使用的研究工具包括生涯咖啡箱、課程會議議程、訪談大綱、教學日誌、觀察紀錄表、教學參考指引、學生分組討論學習經驗回顧單、生涯咖啡館學習回饋單等。
本研究採立意取樣，邀請3位教師與其任教班級共4班參與研究，由研究者自編生涯咖啡館教學參考指引，設計6次課堂討論題目與課程實施流程，供參與研究之教師實施教學。
本研究結論如下：
壹、教師對實施生涯咖啡館課程給予正向肯定
一、充分的課程準備是課程實施成功的關鍵，課程進行中對學生討論給予適度回應，教師對課程正向善意的回饋，增添課程豐富與溫度。
二、世界咖啡館會談模式提供教師不同分組討論教學經驗，教師將視個別需要運用咖啡館會談方式於未來教學。
貳、學生在生涯咖啡館課程中，體驗到多元的學習歷程
一、學生參與討論營造的民主尊重與接納的氛圍，與緊湊的討論互動及精采報告，學生有楷模學習的機會。
二、學生有課前的期待，在二回合討論歷程後，對議題有進一步探索的動力，第二回合討論優化第一回合，當學生確認自己的論點受到同儕支持後，自信心因而大增。
最終研究者依據研究發現，對後續研究及現場教學提出建議。

關鍵詞：世界咖啡館、生涯規劃、國中綜合活動課程、合作學習

關鍵字

世界咖啡館 ； 生涯規劃 ； 國中綜合活動課程 ； 合作學習

並列摘要

Student ID: M10970006
Title of Thesis: Exploring the Influence of the Implementation of the World Café Dialogue Method on the Effectiveness of the Integration of Career Planning Issues into Integrative Activities Curriculum in Junior High Schools
Totle Pages: 199
Department/Graduate Institute: National Pingtung University of Science and Technology, Graduate Institute of Technological and Vocational Education
Date of Graduation: June, 2022 Degree Conferred: Master
Name of Student: LEE, YU-CHEN Advisor: Dr. LIAO, WAN-CHUN

Abstract:
The purpose of this study is to explore the teachers' teaching reflections and the students' learning effectiveness after the implementation of the World Café dialogue method into the integrative activity curriculum with secondary school career planning issues. The research aims to investigate (1) the problems and the solutions regarding the implementation of the World Café dialogue method in the teaching process; (2) teachers' willingness to use the World Café dialogue method for teaching in the future or influence on their teaching; (3) students' participation and interactions in Career Café course, which adopts the World Café dialogue method; and (4) students' learning situation and learning attitude in Career Café course.

The research method adopts the qualitative case study method, with questionnaire surveys, interviews, teaching logs, and classroom observation as the main methods of data collection. The research tools include Career Café boxes, course meeting agendas, interview outlines, teaching logs, observation record sheets, teaching reference guidelines, student group discussion learning experience review sheets, Career Café learning feedback sheets, etc.

In this study, purposive sampling is adopted, and 3 teachers are invited to participate in the research with a total of 4 classes. The researcher compiles the teaching guidelines of the Career Café course based on the World Café dialogue method and designs 6 classroom discussion topics and course implementation procedures.

The research findings of this study are as follows.
1. Teachers give positive affirmation to the implementation of the World Café dialogue method in the Career Café course.
(1) Preparing the courses adequately is the key to successful course implementation. Following the teaching guidelines of the Career Café course, teachers give appropriate and positive feedback to students, which contributes to the richness and warmth climate of the course.
(2) The World Café dialogue method provides teachers with different teaching experiences in group discussion. Teachers are willing to use the World Café dialogue method to teach in the future.
2. Students have a diverse learning experiment in the Career Café course.
(1) The atmosphere of democratic respect and acceptance is created by students participating in the Career Café course. Students have the opportunity to learn from role models through intensive discussions and reports.
(2) Students have pre-class expectations. After two rounds of discussion, students are motivated to further explore the career topics. The round 2 discussion is optimized from the round 1. When students confirm that their arguments are supported by peers, their self-confidence greatly increased.

Finally, this study gives suggestions for on-site teachers and follow-up research based on the research findings.

Keywords: World Café dialogue method, career planning, integrative activity curriculum in junior high school, cooperative learning

並列關鍵字

World Café dialogue method ； career planning ； integrative activity curriculum in junior high school ； cooperative learning

參考文獻

洪素蘋、黃宏宇、林珊如（2008）。重要他人回饋影響創意生活經驗？：以模式競爭方式檢驗創意自我效能與創意動機的中介效果。教育心理學報，40（2），303-322。

黃寶園、林世華（2002）。合作學習對學習效果影響之研究：統合分析。教育心理學報，34（1），21-42。

劉秀嫚（1998）。合作學習的教學策略。公民訓育學報，7，285-294。

一、中文部分

方雅慧（2009）。一群女人埋鍋造飯：書寫一段探尋女性行動意志與集體實踐的教學歷程。論文發表於國立成功大學中文系主辦之成功大學學術社群在地研究計畫工作坊，臺南市。