想像未來充滿學習的教室─以社會建構學習談有效教學

本文採用觀察量表分析，透過文獻探討和影片觀察，提出未來課堂教室的想像。從文獻中發現建構主義的教學是透過連結新知識與舊知識，幫助學生獲得新知、發展認知，而社會建構主義的教學則認為學習是與社會、文化互動所得的結果。本文目的是探究社會建構主義的教學情境建構，觀察教師的課程安排有哪些該注意的面向和內涵。研究者從Good & Lavigne（2018）設計的觀察量表修正成一份由提出問題、協作建議、評估討論、應用情境、總結知識五步驟的量表，看待教師的社會建構主義教學，發現以下特徵：（1）將學習責任逐步交還給學生；（2）教師須具備良好的提問與引導技巧；（3）將學習加入生活情境脈絡之中；（4）必須時時刻刻檢視學生的認知。研究者認為充滿學習的教室並非想像，現場教師已有能力建構有效教學的教室，應將學習主體還給學生。

關鍵字

有效教學；鷹架理論；社會建構學習；課堂觀察

並列摘要

This article used an observation scale, together with literature exploration and film observation, to imagine the future classroom. From literature review, it was found that constructivist teaching helps students acquire new knowledge and develop cognition through connecting new and old knowledge. Teaching with the social constructivism approach regards learning as the result of interaction with society and culture. This article aimed to explore the social constructivist teaching context, as well as to observe which aspects and connotations teachers should pay attention to in curriculum arrangement. The researcher amended the observation scale designed by Good & Lavigne (2018) with five steps: (a) raising questions; (b) collaboration and suggestions; (c) assessment and discussions; (d) application to scenarios; and (e) summarizing knowledge. Teachers' teaching was observed and assessed based on the five steps. The following results were found: (a) students should have the responsibilities of learning; (b) teachers must have good questioning and guidance skills; (c) teachers need to incorporate learning into real-life situations; (d) students' cognition must be reviewed and monitored frequently. The researcher believes that a classroom full of learning is not imaginary. Teachers already have the ability to construct effective classrooms and should treat students as the learning agent.