營造討論的學習環境：一個班級的教學實踐經驗

Creating a Discussion-Based Learning Environment: A Case Study of Implementation in an Elementary Classroom

10.3966/199679772013123002002

黃永和(Yung-Ho Huang)；李佳潔(Chia-Chieh Lee)

討論 ； 教學 ； 教學策略 ； 協同學習 ； discussion ； teaching ； instructional strategy ； collaborative learning

新竹教育大學教育學報

30卷2期（2013 / 12 / 31）

29 - 64

繁體中文

在學習共同體的教學實踐中，學生必須透過更多的討論來承擔自己主動學習及與他人協同學習的責任。然而，讓學生參與真正好的討論並不是一件簡單的事，討論能力並不是與生俱來的，需要教師有計畫的引導和啟發，並經常實踐在教室日常生活之中，直到變成教室文化的一部份，才能營造教室即討論社群的學習情境，實踐學習共同體的理想。本文首先透過文獻探討，分析指出當前討論教學實施仍存在著以IRE／F作為主要的討論型態、教師是討論教學的中心，以及只關注於學科內容層面的討論等三個普遍性問題。然後，再藉由一個營造討論學習環境的協同行動研究方案，分析說明一位小學三年級級任導師指導學生討論技巧、學生帶領小組討論，以及建立支持討論學習環境的教學活動設計與實踐經驗。本文具體提出營造討論學習環境的12項教學活動，指出本方案能提昇學生討論能力的自我效能，增進對討論的正向看法與態度，展現較好的討論秩序與行為表現，發展「共同建構」的討論型態，期能對國內討論教學理論與實務的發展有所助益。

This paper describes a project aimed at improving the quality of class discussions. After reviewing related literature, we identified the following reasons for relevant discussions being unsatisfying: First, teachers typically misinterpret ”recitation” to mean ”discussion.” Second, teachers tend to emphasize strategies for encouraging students to participate in discussions enthusiastically rather than the development of students' discussion skills. Third, teachers generally focus exclusively on discussing the learning subject and fail to create an open environment that supports discussion. Thus, we proposed a project comprising 12 instructional activities for teachers to generate real discussions. This project was implemented in a third-grade elementary classroom for approximately 3 months. The implementation results showed that the project improved the students' self-efficacy regarding their discussion skills and the overall quality of classroom discussions.

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