華語教師課堂解說行為探索

The Exploration on CSL Teacher's Classroom Explanations Behavior

宋如瑜(Ju-Yu Sung)

解說 ； 口語教學 ； 師資培訓 ； 課堂研究 ； explanation ； spoken language teaching ； teacher training ； classroom research

中原華語文學報

16期（2015 / 10 / 01）

109 - 136

繁體中文

解說是一項整合性的專業知能，有為學生輸入新知以及回答學生疑問兩類。前者通常位於師生互動的啟動端，包括解說詞義、語法和內容背景知識；後者則指教師解說學生的提問。研究者於輔導新手教師時，發現無論是輸入新知還是答疑，教師都容易出現偏差，但在過往的培訓課程中卻甚少受到關注。有鑒於此，本研究便以「解說」為核心，從實際教學出發，收集師生互動語料，同時根據不同的研究階段，採用質性研究中的觀察法、會話分析與量化研究中的調查法，歸納新手教師於課堂中頻繁出現的解說偏差與操作時的難點。研究結果顯示，新手於解說時常見的難點有四：1.傳遞正確的知識；2.合宜的知識傳遞形式；3.有助於習得的教學設計；4.得體面對自我的不足。最後，針對研究結果，擬出解說行為的三階段培訓方向，此研究成果將有助於提升華語新手教師的實務能力。

Explanation is considered as an integrated professional knowledge, which can be classified into two types: input of new information and answering questions. The former one is an initiator of students' and teachers' interactions, including explanations of phrases' meanings, grammatical forms, and content. The latter one means teachers' answering students' questions. Researcher of current study found out while training student teachers, they often made mistakes on explanations regardless of types. Such issues have not been pay much attentions in previous training sessions. Accordingly, observations, discourse analysis, and questionnaires are conducted to find out the difficulties and mistakes on novice language teachers’ explanations. Results reveal that the most frequent occurred difficulties for novice teachers are transmitting correct information, appropriate forms of knowledge transmitting, effective instructional designs, and healthy reactions to self-weakness. Based on the findings, this study developed a three-step training strategy to construct novice teachers' explanations knowledge, which will make great contributions to promote novice teachers' professional ability.

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