探究課室小組討論觀點——以「課程發展與設計」的師資培育課程為例

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莊子寬(Tzu-Kuan Chuang) 查詢紙本館藏

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學習與教學研究所

論文名稱

探究課室小組討論觀點——以「課程發展與設計」的師資培育課程為例
(Viewpoints of “Group Discussion in the Classroom”: A Case Study of Teachers Education Course of “Curriculum Development and Design”)

相關論文

★ 課室小組討論活動的口語參與-以六名大學師資生為例	★ 地理素養教學在台灣中學的教學和挑戰－以三位中學地理科教師為例
★ 探究師資生素養導向課程之設計能力與改變	★ 探究高中生於論證遊戲中的協同論證模式與過程

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摘要(中)

本論文採用質性個案研究法，使用「立意取樣」選取國立大學師資培育中心的課程——「課程發展與設計」。研究將闡述師資培育中心的學生，在經歷過「課程發展與設計」的課室小組討論後，學期初至學期末學習者對於課室小組討論觀點的改變。對應到四個研究問題：一、學習者於「課程發展與設計」開始前，如何看待與形成課室小組討論觀點？二、學習者經歷一學期討論頻率高的「課程發展與設計」後，如何看待課室小組討論？三、學習者參與「課程發展與設計」的小組討論與反思活動後，學習者、授課教師與研究者分別認為研究對象對於課室小組討論的觀點產生何種變化或不變化？四、學習者、授課教師與研究者認為學習者的課室小組討論觀點，產生改變或不改變的原因為何？研究資料包括了全班的個人反思、個人教案設計、小組教案設計、田野觀察、學習者訪談（各一小組一名）、授課教師訪談。
本研究結果顯示，學習者對於討論觀點的改變因素有五點：發言的安全感、學習合作、真實的體驗、高頻率的討論、高頻率的反思。此外，研究者也會說明不如教師預期的學習者，他們分別的學習狀況及不如預期的原因。為了更深入課室小組討論的本質，為新興的討論模式定位，本研究主張：一、討論中有三種常見的類型：共同建構的討論、單方面的討論、無共識的討論。二、影響課室小組討論觀點改變的因素有學習者的個性與學習風格、學習合作、討論的學習觀點。三、討論的實踐策略包含了改變學習習慣、發言安全感、訂定討論的規則、好的討論內容、大量的課堂討論、大量的課後反思。

摘要(英)

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.

關鍵字(中)

★ 課室小組討論
★ 討論觀點
★ 新興的討論模式
★ 「課程發展與設計」

關鍵字(英)

★ group discussion in the classroom
★ viewpoints of discussion
★ emerging discussion mode
★ "Curriculum Development and Design"

論文目次

中文摘要 i
ABSTRACT ii
致謝 iv
目錄 vi
圖目錄 xi
表目錄 xiii
一、緒論 1
1-1 研究動機 1
1-2 研究價值 2
1-3 研究目的與問題 4
1-4 名詞釋義 5
二、文獻探討 10
2-1 關於討論的觀點 10
2-2 課室小組討論的重要性 12
2-3 台灣的課室小組討論研究 14
2-4 小組討論與學習的關係 15
2-5 課室小組討論的模式 17
2-6 合作學習中的討論 19
2-7 好的討論關鍵要素 20
三、研究方法 26
3-1 研究架構與設計 27
3-1-1 研究問題 27
3-1-2 研究方法與架構 27
3-2 研究場域與對象 29
3-2-1 研究情境 30
3-2-2 研究時程與對象 39
3-2-3 研究參與者 40
3-2-4 研究者立場 45
3-3 資料蒐集、處理與分析 46
3-3-1 資料蒐集 46
3-3-2 資料處理與分析 52
3-4 研究信賴度 56
3-5 研究限制 60
四、研究結果 62
4-1 學習者對課程的描述 62
4-1-1 學期初期-發言的安全感 62
4-1-2 學期初期-學習合作討論 63
4-1-3 學期中期-討論的再實踐與反思 69
4-1-4 學期末期-成果展覽 72
4-1-5 學期末期-課程回顧與反思 74
4-2 學習者對討論觀點的變化 76
4-2-1 變化的契機 76
4-2-2 學期初的討論觀點 78
4-2-3 學期末的討論觀點 79
4-3 學習者在教案設計上對討論的變化 87
4-4 與教師預期不同的參與者 90
4-4-1 第一種狀況：排斥討論 90
4-4-2 第二種狀況：退出課程 92
4-4-3 第三種狀況：合作障礙 93
4-4-4 教師對於三種狀況的反思 95
4-5 研究結果小結 96
4-6 研究外的發現——分析討論的框架 99
4-6-1 討論的三種類型 99
五、討論與建議 102
5-1 課室小組討論觀點改變的因素 102
5-1-1 學習者的的個性與學習風格 102
5-1-2 合作學習前，先學習合作 107
5-1-3 「課程發展與設計」的討論之學習觀點 110
5-2 新興的討論模式之實踐策略 111
5-2-1 促使學習者發言的關鍵因素 112
5-2-2 學習合作討論 115
5-3 研究貢獻 120
5-4 未來研究建議 122
5-4-1 研究對象 122
5-4-2 課室小組討論與核心素養的關聯 122
5-4-3 新興討論模式的案例廣度 123
5-4-4 討論觀點與實踐討論是如何互相影響 123
5-4-5 極度抗拒小組討論的人 123
六、研究對我的改變 125
6-1 討論觀點的改變歷程 125
6-1-1 學生 125
6-1-2 助教 126
6-1-3 研究者 127
6-2 質性研究者的改變歷程 128
6-2-1 先導性研究階段 129
6-2-2 進入田野階段 131
6-2-3 論文撰寫階段 132
6-3 給其他質性研究生手的話 135
參考文獻 136
附錄一：訪談大綱（師資生） 144
附錄二：訪談大綱（授課教師） 146
附錄三：訪談記錄表 147
附錄四：設計日誌問題 148
附錄五：我的改變，關於課程設計這門課 150
附錄六：我的學習歷程問題 151
附錄七：「課程發展與設計」課程大綱 152

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指導教授

詹明峰(Ming-Fong Jan)

審核日期

2021-7-29

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