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題名 關鍵提問在高中國文教學社群之行動實踐研究
Action Research on Critical Questioning in the High School Chinese Literature Teaching Community作者 李榮哲
Lee, Jung-Che貢獻者 詹志禹
Zhan, Zhi-Yu
李榮哲
Lee, Jung-Che關鍵詞 關鍵提問
教師專業學習社群
教學實踐
探究歷程
自我賦能
critical questioning
teacher professional learning community
teaching practice
inquiry process
self-empowerment日期 2024 上傳時間 1-Mar-2024 12:39:17 (UTC+8) 摘要 提問是教師最常使用的教學策略，而教師專業學習社群是提供教師專業成長的重要路徑。然而，有效的提問策略具備什麼特性？而怎樣的社群模式或經營策略才能有效促進教師的專業成長或教學實踐的動機？ 「關鍵提問」為促發學習者批判思維並形成探究歷程的提問策略。本研究即以「關鍵提問」為研究焦點，分別從教師社群及高中國文教學兩個層面，探討關鍵提問的應用情形及其對社群或學習者產生的影響。 研究者以自身參與的提問教學社群為研究對象，並與社群成員共同進行為期一年的「關鍵提問」探究。在歷經社群的醞釀、實踐與統整階段後，社群成員對於「關鍵提問」不僅有認知面的改變，在教學實踐中亦展現自我賦能的情形；而社群成員則在教學實踐中發現關鍵提問對於學生具有引發探究、自我提問與學習遷移等成效。透過分析社群運作記錄、個別訪談記錄與反思札記等資料，歸納研究重要結果如下： 一、關鍵提問能引發探究歷程，並能有效促發學習者的批判性思維、創意思維與自我提問。 二、關鍵提問有助於教學者以學習者為主體進行提問設計，並可在教學中看見學習者具體的變化歷程。 三、關鍵提問是一種結合學習內容、有效提問策略與互動歷程的教學思維。 四、關鍵提問可有效形塑社群的探究氛圍與促進教學實踐的動機，進而促進社群的轉變。 最後，研究者根據研究結果提出建議，以供關注「關鍵提問」的教師及未來研究者之參考。
Questioning is a commonly used teaching strategy by teachers, and teacher professional learning communities are important pathways for providing professional growth for teachers. However, what characteristics does an effective questioning strategy possess? And what types of community models or management strategies can effectively promote teachers' professional growth and motivation in their teaching practices? Critical questioning is a questioning strategy that stimulates learners' critical thinking and fosters an inquiry process. This study focuses on "critical questioning" and investigates its application and impact on both teacher communities and high school Chinese language instruction. The researcher himself participated in a questioning teaching community as the subjects of the study, conducting a one-year investigation into "critical questioning" with other community members. After going through stages of community development, practice, and integration, not only did the members' understanding of "critical questioning" change, but they also demonstrated self-empowerment in their own teaching practices. Additionally, they discovered that critical questioning had effects on students such as triggering inquiry, self-questioning, and learning transfer. By analyzing data from community operation records, individual interview records, and reflective notes, the essential results of the study are as follows: 1.Critical questioning can initiate an inquiry process and effectively stimulate learners' critical thinking skills, creative thinking skills, and self-questioning abilities. 2.Critical questioning helps educators design questions from the perspective of learners as active participants in the learning process while observing concrete changes in learners during instruction. 3.Critical questioning is a pedagogical mindset that combines learning content with effective question strategies and interactive processes. 4.Critical questioning can shape an atmosphere of inquiry within a community while motivating teaching practices to foster transformative change within the community. 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S.(2017).The Importance of Questioning in Developing Critical Thinking Skills.Delta Kappa Gamma Bulletin:International Journal for Professional Educators, 84(1), 30-41. Pardales, M., & Girod, M. (2006). Community of inquiry: Its past and present future. Educational Philosophy and Theory, 38(3), 299–310. Pedrosa-de-Jesus, H., Moreira, A., Lopes, B., & Watts, M. (2014). So much more than just a list: exploring the nature of critical questioning in undergraduate sciences. Research in Science & Technological Education, 32(2), 115–134. doi:10.1080/02635143.2014.902811 Peterson, D.S., Taylor, B.M., Burnham, B., & Schock, R. (2009). Reflective coaching conversations: A missing piece. The Reading Teacher, 62(6), 500–509. doi:10.1598/RT.62.6.4 Peterson, D. S., & Taylor, B. M. (2012). Using higher order questioning to accelerate students’ growth in reading. The Reading Teacher,65(5), 295-304. doi:10.1002/trtr.01045 Riley, K. (2015). Enacting Critical Literacy in English Classrooms. Journal of Adolescent & Adult Literacy, 58(5), 417–425. doi:10.1002/jaal.371 Ritchhart, R., & Perkins, D. (2008). Making thinking visible. Educational Leadership, 65(5),57–61. Savage, L. B. (1998). Eliciting Critical Thinking Skills through Questioning. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 71(5), 291–293. doi:10.1080/00098659809602727 Tienken, C. H., Goldberg, S., & DiRocco, D. (2010). Questioning the questions. Education Digest: Essential Readings Condensed for Quick Review, 75(9), 28–32. 描述 博士
國立政治大學
教育學系
103152502資料來源 http://thesis.lib.nccu.edu.tw/record/#G0103152502 資料類型 thesis dc.contributor.advisor 詹志禹 zh_TW dc.contributor.advisor Zhan, Zhi-Yu en_US dc.contributor.author (Authors) 李榮哲 zh_TW dc.contributor.author (Authors) Lee, Jung-Che en_US dc.creator (作者) 李榮哲 zh_TW dc.creator (作者) Lee, Jung-Che en_US dc.date (日期) 2024 en_US dc.date.accessioned 1-Mar-2024 12:39:17 (UTC+8) - dc.date.available 1-Mar-2024 12:39:17 (UTC+8) - dc.date.issued (上傳時間) 1-Mar-2024 12:39:17 (UTC+8) - dc.identifier (Other Identifiers) G0103152502 en_US dc.identifier.uri (URI) https://nccur.lib.nccu.edu.tw/handle/140.119/150129 - dc.description (描述) 博士 zh_TW dc.description (描述) 國立政治大學 zh_TW dc.description (描述) 教育學系 zh_TW dc.description (描述) 103152502 zh_TW dc.description.abstract (摘要) 提問是教師最常使用的教學策略，而教師專業學習社群是提供教師專業成長的重要路徑。然而，有效的提問策略具備什麼特性？而怎樣的社群模式或經營策略才能有效促進教師的專業成長或教學實踐的動機？ 「關鍵提問」為促發學習者批判思維並形成探究歷程的提問策略。本研究即以「關鍵提問」為研究焦點，分別從教師社群及高中國文教學兩個層面，探討關鍵提問的應用情形及其對社群或學習者產生的影響。 研究者以自身參與的提問教學社群為研究對象，並與社群成員共同進行為期一年的「關鍵提問」探究。在歷經社群的醞釀、實踐與統整階段後，社群成員對於「關鍵提問」不僅有認知面的改變，在教學實踐中亦展現自我賦能的情形；而社群成員則在教學實踐中發現關鍵提問對於學生具有引發探究、自我提問與學習遷移等成效。透過分析社群運作記錄、個別訪談記錄與反思札記等資料，歸納研究重要結果如下： 一、關鍵提問能引發探究歷程，並能有效促發學習者的批判性思維、創意思維與自我提問。 二、關鍵提問有助於教學者以學習者為主體進行提問設計，並可在教學中看見學習者具體的變化歷程。 三、關鍵提問是一種結合學習內容、有效提問策略與互動歷程的教學思維。 四、關鍵提問可有效形塑社群的探究氛圍與促進教學實踐的動機，進而促進社群的轉變。 最後，研究者根據研究結果提出建議，以供關注「關鍵提問」的教師及未來研究者之參考。 zh_TW dc.description.abstract (摘要) Questioning is a commonly used teaching strategy by teachers, and teacher professional learning communities are important pathways for providing professional growth for teachers. However, what characteristics does an effective questioning strategy possess? And what types of community models or management strategies can effectively promote teachers' professional growth and motivation in their teaching practices? Critical questioning is a questioning strategy that stimulates learners' critical thinking and fosters an inquiry process. This study focuses on "critical questioning" and investigates its application and impact on both teacher communities and high school Chinese language instruction. The researcher himself participated in a questioning teaching community as the subjects of the study, conducting a one-year investigation into "critical questioning" with other community members. After going through stages of community development, practice, and integration, not only did the members' understanding of "critical questioning" change, but they also demonstrated self-empowerment in their own teaching practices. Additionally, they discovered that critical questioning had effects on students such as triggering inquiry, self-questioning, and learning transfer. By analyzing data from community operation records, individual interview records, and reflective notes, the essential results of the study are as follows: 1.Critical questioning can initiate an inquiry process and effectively stimulate learners' critical thinking skills, creative thinking skills, and self-questioning abilities. 2.Critical questioning helps educators design questions from the perspective of learners as active participants in the learning process while observing concrete changes in learners during instruction. 3.Critical questioning is a pedagogical mindset that combines learning content with effective question strategies and interactive processes. 4.Critical questioning can shape an atmosphere of inquiry within a community while motivating teaching practices to foster transformative change within the community. Finally, based on these research findings, recommendations were provided for teachers who are interested in critical questioning as well as future researchers in this field. en_US dc.description.tableofcontents 第一章 緒論 1 第一節 研究背景與動機 1 第二節 研究目的與問題 5 第三節 名詞解釋 6 第二章 文獻探討 7 第一節 「關鍵提問」對於教學的意義是什麼？ 7 第二節 「關鍵提問」能對閱讀理解產生什麼影響？ 12 第三節 「關鍵提問」能對教師專業社群的發展帶來什麼改變？ 15 第四節 筆者對於「關鍵提問」的反思 22 第三章 研究方法 25 第一節 研究架構與研究方法的選擇 25 第二節 研究參與者 29 第三節 研究工具 31 第四節 研究實施程序 34 第五節 資料處理與研究檢核 41 第六節 研究倫理 45 第四章 關鍵提問教學社群之實踐歷程 46 第一節 醞釀階段：對「提問」的「提問」 46 第二節 實踐階段：對「關鍵提問」的「實踐」 58 第三節 統整階段：對教學與社群共備經驗的「統整」 67 第四節 經驗的匯流，形塑共同的理解 72 第五節 宮敏的教學實踐之旅 80 第五章 關鍵提問的共性與殊相 87 第一節 感到好奇：關鍵提問引發探究的可能性？ 87 第二節 問自己：關鍵提問引發自我提問的可能性？ 94 第三節 從這點到那點：從關鍵提問看見學習遷移的軌跡 106 第四節 關鍵提問像什麼？導航、蜜蜂、鑰匙，還是鏡子？ 109 第五節 有點不一樣：關鍵提問與一般提問的差異 114 第六章 延伸討論 121 第一節 對教師專業社群運作的反思 121 第二節 對有效提問「主體」與「設計脈絡」的反思 127 第七章 結論與建議 131 第一節 結論 131 第二節 建議 137 第三節 後記〈在這研究之後〉 140 參考文獻 143 附錄一【虬髯客傳・尋找真正的創業夥伴】學習單 148 附錄二【創業思考力】學習單 152 zh_TW dc.format.extent 5061850 bytes - dc.format.mimetype application/pdf - dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0103152502 en_US dc.subject (關鍵詞) 關鍵提問 zh_TW dc.subject (關鍵詞) 教師專業學習社群 zh_TW dc.subject (關鍵詞) 教學實踐 zh_TW dc.subject (關鍵詞) 探究歷程 zh_TW dc.subject (關鍵詞) 自我賦能 zh_TW dc.subject (關鍵詞) critical questioning en_US dc.subject (關鍵詞) teacher professional learning community en_US dc.subject (關鍵詞) teaching practice en_US dc.subject (關鍵詞) inquiry process en_US dc.subject (關鍵詞) self-empowerment en_US dc.title (題名) 關鍵提問在高中國文教學社群之行動實踐研究 zh_TW dc.title (題名) Action Research on Critical Questioning in the High School Chinese Literature Teaching Community en_US dc.type (資料類型) thesis en_US dc.relation.reference (參考文獻) 一、中文部分 丁一顧、江姮姬（2020）。臺灣教師專業學習社群實徵研究之分析與展望。教育研究與發展期刊，16 (2)，135-162。 王淑麗（2017）。教師專業學習社群運作成功的關鍵：信任。臺灣教育評論月刊，6 (10)，14-19。 成虹飛、顧瑜君（2004）。行動研究。載於謝臥龍（主編），質性研究（頁129-176）。新北市：心理出版社。 李榮哲（2019年7月）。人與事――戰地記者的歷史思辨。「108年度國語文素養導向教學觀議課工作坊」發表之教案。臺北市立第一女子高級中學。 李榮哲（2022）。關鍵提問促發學生閱讀探究――以高中國文課程為例。中等教育，73 (4)，104-110。doi:10.6249/SE.202212_73(4).0032 洪郁婷（2022）。教師於社群課程實踐之個案研究：以批判教育學為視角〔未出版之博士論文〕。國立臺灣師範大學。 夏林清（2008）。實踐取向的研究方法。載於胡幼慧（主編），質性研究理論、方法及本土研究實例（頁99-120）。新北市：巨流圖書公司。 教育部（2009）。中小學教師專業學習社群手冊（再版）。臺北市：教育部。 教育部（2011）。教師專業學習社群：領頭羊葵花寶典。臺北市：教育部。 教育部（2014）。十二年國教總綱。臺北市：教育部。 陳佩英（2017）。對話即實踐：網絡學習社群專業資本積累之個案研究。教育科學研究期刊，62 (3)，159-191。doi:10.6209/JORIES.2017.62(3).06 鈕文英（2018）。質性研究方法與論文寫作（二版）。臺北市：雙葉書廊。 黃建翔（2020）。臺北市國中教師專業學習社群與教學創新表現關係之研究。教育科學期刊，19 (1)，47-76。 黃昭勳（2019）。教師發問行為之探究。臺灣教育評論月刊，8 (1)，281-291。 黃 偉（2011）。中美課堂提問研究述評及比較。天津師範大學學報：基礎教育版，12 (3)，50-55。 詹志禹（2003）。課程創新與教師的自我創化－－系統演化的觀點。教育資料集刊，28，145-173。 農興強、黃開蓮（2010）。新課程背景下課堂提問有效性的思考。中國教師，9，12-14。 潘淑滿（2003）。質性研究：理論與應用。新北市：心理出版社。 劉倚禔、吳勁甫（2017）。教師專業學習社群與教師教學效能關係之後設分析。教育科學期刊，16 (1)，157-169。 賴秀芬、郭淑珍（2008）。行動研究。載於胡幼慧（主編），質性研究理論、方法及本土研究實例（頁239-248）。新北市：巨流圖書公司。 謝進昌（2015）。有效的中文閱讀理解策略：國內實徵研究之最佳證據整合。教育科學研究期刊，60 (2)，33-77。 Browne, N. & Keeley, S.（2019）。學會提問（吳禮敬譯）。北京市：機械工業出版。 Erickson,H. 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