| dc.description.abstract | The researcher adopts a qualitative case study and a purposive sampling to select the curriculum of the National University Center for Teacher Education-“Curriculum Development and Design”. This study is designed to understand that students change their viewpoints of group discussion in the classroom from the start of the semester to the end of the term after experiencing the group discussion of ＂Curriculum Development and Design＂. Corresponding to four research questions: (1) Before the beginning of “Curriculum Development and Design”, how do learners perceive and form their viewpoints of group discussion in the classroom? (2) After a semester of “Curriculum Development and Design” with a high frequency of the discussion, how do learners perceive their viewpoints of group discussion in the classroom? (3) After learners participate in the group discussion and reflection activities of ＂Curriculum Development and Design＂, what changes do learners, the teacher, and researchers think of learner’s viewpoints of group discussion in the classroom? (4) What reason do learners, the teacher, and researchers believe that the views of learners’ classroom group discussions have changed or not changed? The research data include personal reflections, personal design of lesson plan, group design of lesson plan, field observation, interviews with learners (one for each group), and interviews with teachers.
The results of the study show that learners have five points about the changing factors of viewpoints of group discussion: (1) the safety of speaking, (2) learning cooperation and collaboration, (3) authentic experience, (4) high-frequency discussion, and (5) high-frequency reflection. Furthermore, the researcher also illustrates the learning condition of the learner who are not as good as the teacher′s expectations and the reasons why they are not as good as expected.
The research proposes: (1) There are three common types of discussion: co-construction discussion, unilateral discussion, and non-consensus discussion. (2) The factors which influence the changes in the viewpoints of group discussions in the classroom are the learners′ personality, learning style, learning collaboration, learning cooperation, and the learning perspectives of discussion. (3) The practical strategies for discussion include changing study habits, the safety of speaking, setting discussion rules, discussion content, a lot of classroom discussions, and lots of after-school reflections. | en_US |