國小學童課室討論動態歷程之探討：先備知識的角色   免費試閱

Exploring Elementary School Children’s Classroom Dynamic Discussion Processes: The Role of Background Knowledge

近來許多研究關注課室討論的對話模式，然而，學生對於討論議題的先備知識如何影響課室討論尚待釐清。本研究比較學生在閱讀並討論其具有高低先備知識的議題時有何對話模式。研究對象包含兩班五年級學童，同時將所有的課室對話進行錄音並轉錄成文字檔，由兩位評分者進行評分。本研究使用滯後序列分析以觀察學生對話的動態歷程。高先備知識與低先備知識兩種主題的討論有相同及相異點。一般而言，兩者皆呈現簡單提問引發簡單回應的模式，也包含許多的社會互動在其中。差異之處則在於討論低先備知識的議題會有較少的論證與反駁；有較多的提問，但其回應相對簡單；而在解釋、論證與其他討論行為的互動上，比討論高先備知識議題複雜。本研究最後並探討理論與教學應用的意涵。

Despite there are new waves of interest looking into the patterns and quality of classroom discourse, the issues of how background knowledge of the topic in discussion affect classroom discourse have received little attention from researchers. Therefore, this study reports on findings from a comparison of the patterns of classroom discourse after reading and discussing in high versus low background knowledge conditions. Two fifth grade classes with 28 students each and 2 experienced teachers were recruited. All of the class discourse were digitally recorded, transcribed and then coded by two raters. Lag sequential analysis was applied to explore the dynamics of the discourse patterns. Some common and distinctive patterns were found for these two conditions. In general, simple questions tend to trigger simple answers. There were many social interactions in both conditions as well. The differences between the two conditions of discussion are: there were less argumentations and rebuttals; there were more questions but lower quality answers; and there were more interactions between explanations, argumentations, and other behaviors of discussion in the low background knowledge conditions. Based on the findings, theoretical and instructional implications were discussed.