透過提問、討論與影片製作三步驟以翻新學生之文化知識

Fostering Students’ Cultural Knowledge and Ability Through Knowledge Building’s Activity of Questioning, Discussions and Creating of Cultural Video-Guild

本研究擬探討導入知識翻新教學法和科技輔助的科技平臺——知識論壇，是否有助於原住民學生形成協同合作的學習社群、進行提問、討論、共構知識與製作文化導覽影片，並提升其文化知識與實踐能力。研究參與者為臺東縣某國小的七位高年級學生。透過質性開放編碼與量化之描述性統計以分析科技平臺上學生集體建構的文化知識，以及個別拍攝的導覽影片內容。研究結果發現：一、提問的引導可幫助學生不斷地透過平臺上貼文與討論等合作探索知識、回答問題，而逐漸集體共構出較完整的文化知識與理解；二、文化實踐的影片製作與導覽活動則提供學生介紹部落文化知識的機會，結果亦顯示學生對文化知識的理解有充分展現；三、集體提問討論與文化知識共構，亦與學生個人文化導覽的知識及實踐互有關聯。根據上述研究結果，本研究對教學設計、原住民文化教育與政策等方面提出一些相關之建議。

The purpose of this study was to explore whether engaging learners in knowledge building in a technology-supported online platform called Knowledge Forum could help them work together as a learning community to collaboratively learn to ask questions, discuss, co-construct cultural knowledge, and then produce tour-guide videos, and accordingly enhance their cultural knowledge and skills. Participants were seven elementary school students from an aboriginal tribe in Taiwan. Qualitative analysis and descriptive statistics were employed to explore data collected from online discussion and video production. The results showed: (1) Guided questioning activities online can help students continuously engage in online discussion , and accordingly co-construct the cultural knowledge required to better understand their Aboriginal culture; (2) The activity of producing tour-guide videos to introduce their aboriginal tribe also provides students with the opportunity to translate their cultural knowledge into useful skills to demonstrate the extent to which they know about the collectively constructed cultural knowledge via online discussion; and (3) Students’ collective questioning behaviors and cultural knowledge advancement is also found correlated to each other. Some implications related instructional design, aboriginal cultural education and policy-making are also discussed.