從團討出發走向師生共同建構的課程

Marching Toward the Curriculum Initiated by Teachers and Students via Group Discussion

本文作者依循「反思實踐輔導模式」，發展協同行動研究，輔導幼稚園教師改進班級團討，採行動研究策略，以彰化縣一所公立幼稚園兩位資深教師為合作研究的參與者。研究歷經十三週，資料收集包括現場觀察、錄影、會談紀錄、省思日誌、文件等。本文探究教師如何運用團體討論凝聚幼兒對主題課程的共識，促進師生共同建構課程發展之團討互動歷程。本研究運用紮根理論分析，發現藉由“團體討論”的互動與聯繫，走向師生共建構的課程，教師需清楚掌握教學目標與課程的脈絡，並善用教師發問技巧，啟發幼儿的思考、凝聚幼儿的興趣，營造團討情境，以增進幼兒參與討論的動機與意願，進而促進師生共同建構課程。

The present collaborative action research was applied with the Consulting Model for Reflective Practice, with the main purpose to help in-service teachers improve their group discussion strategies. With two senior in-service kindergarten teachers in Changhua County as participants, this study spent over 13 weeks in the filed to collect data. Data collected included on-site observation, video recordings, interview records, reflective journals and relevant documents, etc. This study examined how the participant teachers developed their co-interpretation of the thematic activities in group discussion, and the dynamic interaction within the discussion. The grounded theory was applied to analyze the data. The findings indicated that the traditional curriculum was transformed into the curriculum developed by both teachers and students through the interactions developed in group discussion. In order to fulfill such transformation of the curriculum, participants needed to clarify the development of thematic activities, to apply appropriately with strategies of probing to inspire children's thinking and interests, and to build up discussion climate to increase the motivation and willingness to discuss.