聽！誰在說話：教室言談文化的深描詮釋

Listen! Who's Talking?: From Thin Description to Thick Interpretation on Culture of Classroom Discourse

蔡其蓁(Chi-Chen Tsai)

《花蓮教育大學學報》 23期 (2006/11) Pp. 191-208

摘要

在一個實施「遊戲取向課程」的教室中，團體討論被視為是啟動一天課程的重要日常例行活動，「教室言談」的研究議題越來越受到關注。國內相關的研究主要將焦點放在教室言談的結構、機制及其對學生學習的影響，並未涉及教室言談文化的潛在影響。本文採用質性研究的參與觀察與訪談技術，進入三個幼稚園教室觀察言談過程所建構的文化，以及老師的理解與詮釋，最後由浮現的資料中做深層的討論，期望研究結果對教師實施團體討論能提供不同的省思。

關鍵字

團體討論 ； 教室言談 ； 教室言談文化

並列摘要

In a classroom with play-oriented curriculum, group discussion is regarded as an important daily routine activity. More and more researchers pay attention to the topic of classroom discourse. Many studies had been done on the structure, strategies of classroom discourse, and its influences on students' learning. The purpose of this study is to investigate the culture of classroom discourse. The researcher used observation and interview to collect the data. Qualitative method was used for data analysis. The results of this study will help teachers to reflect on their own teaching.

並列關鍵字

group discussion ； classroom discourse ； culture of classroom discourse