國小教師以共備觀議課模式共同探討學生同儕討論的教學策略之研究——以一所小學為例

Employing Lesson Study Model to Collaboratively Investigate the Use of Student Peer-discussion for Teaching: A Case Study on an Elementary School

教師可以採用共備觀議課模式共同探討在教學可用的策略，而學生同儕討論是許多教師經常使用的教學策略，卻往往不知道如何引導學生參與同儕討論。本研究之目的在於瞭解一所學校教師以共備觀議課模式共同探討學生同儕討論之教學策略的情形，邀請一所位於臺灣中部縣市的小學校長、教導主任及四位導師參與本研究，實施為期半年的共備觀議課，以共同探討學生同儕討論在教學應用的歷程與結果。本研究主要以焦點團體訪談蒐集資料，再輔以教師共備觀議課紀錄資料相互佐證。本研究發現，教師知覺專業成長需求、學校引領及教師間相互分享思考是教師投入協同發展教學策略的要件；其次，教師建置心理安全環境與學習成就需求可以激勵學生參與同儕討論；另外，設計略具挑戰性的問題融入討論歷程指導的歷程可以促進學生參與同儕討論。

Teachers can investigate the use of instructional strategies in the classroom by collaboration. Although the strategy of student peer-discussion is often used in teaching, many teachers might not guide students to engage in peer-discussion. A collaborative model of lesson preparation, teaching observation and post-lesson discussion can assist teachers to collaboratively investigate the use of student peer-discussion for teaching. This study aims to understand how teachers investigate the use of student peer-discussion in classroom teaching. Six participants from an elementary school, including the principal, an administrator, and four teachers, were invited to participate in this study which lasted six months. Focus group interviews were the primary method for data collection, and field notes of teachers were used to triangulate teachers’ statements in the focus group interviews. This study discovered that teachers’ awareness of their needs in professional development, their leader’s coordination, and both mutually sharing and self-reflecting were the vital elements of successful teacher collaboration. Moreover, a psychologically safe environment and students’ needs for promoting their own achievements can facilitate students to engage in peer-discussion. An instructional strategy, integrating challenging questions into student peer-discussion, could enhance the learning of peer-discussion.