教師合作學習——以拼圖法進行「議課」

Cooperative Learning Among Teachers: Using Jigsaw in Lesson Discussion

自108學年度起，中小學的公開授課、議課的次數比以往更多。如何讓公開觀課與議課發揮其預期的功能，是學校及教師們關注的議題。其中，議課可以刺激教學者與觀課者省思自身的教學信念、交流彼此不同的專業知識與經驗、讓教學者更加認識自己的教及學生的學，以及修正課程設計或教學策略。不過，該如何進行議課並沒有統一的程序。本文主要目的在於介紹運用拼圖法（Jigsaw）於跨校議課的案例，全文除了介紹以拼圖法進行議課的程序外，也分析運用此法的優點並提出實施上的建議。以拼圖法進行議課的流程如下：（1）主持人說明議課程序；（2）教師合作學習（分組與暖身、組內配對分享、組內統整、組間交流、對全體報告、教學者回應）；（3）主持人回饋與總結。這種議課方式具有的優點包括：增加教學者與議課者間的交流與互動，可聽到更多樣化的意見或建議、議課者藉由實際參與合作學習（拼圖法），更加認識合作學習的操作、教學者可從議課中獲得肯定和鼓勵、可擴展教師間的人際網絡，認識其他老師，特別是跨校的觀議課活動。期許本文能讓更多學校及老師認識並適時運用這種方式，讓參與議課者能藉由合作學習（拼圖法）來促進彼此的學習。

After implementing Curriculum Guidelines of 12-Year Basic Education, the number of open classes in elementary and junior high schools has been significantly increased than in the past. As the new curriculum policy requires teachers to have open classes, how to conduct lesson study, including teaching observations and giving feedbacks effectively becomes a significant issue. Although there are many benefits for schools to hold lesson discussions, there are no standardized operation procedures at present. The purpose of this article is to introduce a case of cross-school lesson discussion using Jigsaw to increase interactions among observers and instructor. The procedures of using Jigsaw in lesson discussions are as follows: 1) lesson discussion program explained by host, 2) lesson discussion (groupings and warm up, pairing and sharing within groups, consolidations and inter-group sharing, presentations and teacher's responses), 3) feedbacks and conclusions by host. Using Jigsaw enhances the effectiveness of lesson discussion, by providing instructor and observers a platform to share diverse views and suggestions. Observers can have better understanding on cooperative learning by experiencing it. Teachers can further expand their social network especially in cross-school lesson discussion. In addition, the article also proposes some suggestions for schools to adopt this method effectively in future lesson discussions.