本研究主要是探討在CMC的情境下，運用鷹架輔助進行線上即時互動，透過言談分析工具了解師生與同儕間的互動情形。經由文獻分析法與言談分析法達成下列研究目的：（1）分析整合目前有關研究提出的言談分析架構；（2）建立線上即時互動言談分析架構；（3）透過文本範例分析結果，瞭解鷹架策略、互動歷程的改變。 主要分析的文本範例是由一位專家教師與十二位職前教師，透過文本為主的線上即時聊天室，探討「主題統整教學計畫」的設計方法，進行為期七週的即時互動課程。經由文本範例的分析，以驗證本研究建立之分析架構的可用性，並做為分析架構的修正依據。 根據本研究的發現，得到以下結論： 1. 目前研究之分析架構整體歸納分為五個向度，分別為言談行為、認知、互動討論、互動型態、鷹架等向度。 2. 進行言談分析時，依據分析架構中不同向度的探討目的，使用不同的分析單位。 3. 線上言談鷹架策略的使用目的，包含「促進思考或深入探討」、「促進腦力激盪」、「給予鼓勵與支持」、「歸納總結討論內容」、「提供解釋說明」、「掌握與確認討論主軸」、「促進討論」等七種目的。 4. 透過分析架構向度間的交錯分析，得以對互動歷程有全面性的瞭解 本研究提供研究者建立即時互動言談分析工具的方法，以及實務教學者使用線上言談鷹架策略的參考，期有助於未來網路課程更深入的探討。 The present study applies the theory of scaffolding for synchronous communication and uses the discourse analysis framework to elaborate teacher-student and peers interaction in the computer-mediated communication (CMC) environment. Through the qualitative method of “documentary analysis” and “discourse analysis,” this study attempts to achieve the following research purpose: (1) Analyzing and summarizing the present discourse analysis framework research; (2) Creating a framework for analyzing synchronous communication; and (3) Interpreting the strategies of verbal scaffolding and the progress of interaction through text analysis. The text sample in the present study is analyzed based on the discourse between a teacher and twelve pre-service teacher in a synchronous chatting environment, where they discussed the way to design “Instructional planning” for a seven-week web-based course. The purpose of analyzing the texts is to validate the usability of the framework, and to provide the basis for further amendment. The major research results are summarized as follows: 1. The present discourse analysis research is divided into five dimensions, including “speech act,” “cognitive,” “discussion,” “interaction types,” and “scaffolding.” 2. Different unit of analysis could be used in accordance with different purposes of dimensions. 3. Seven purposes of using the strategies of verbal scaffolding are addressed, including “prompt thinking and discuss,” “invites interaction of ideas,” “encourage and support,” “summarize the statements,” “provide the explanation,” “focus discussion,” and “prompt discussion”. 4. The use of multi-dimension analysis facilitates comprehension of the entire interaction process. This research provides the way of establishing a discourse framework of synchronous communication for relevant researchers, and offers the strategies of verbal scaffolding for teachers involved in web-based courses. We hope that the results would be helpful for those who intend to improve interactions in the web-based course.
