為何大學生上課不再靜悄悄？兒童哲學團體探究教學法融入大學課堂教學之研究

Why Are University Students No Longer Silent in Class? A Study on the Implementation of Philosophy for Children's Pedagogy of a Community of Inquiry in a University Classroom

本文首先指出大學生上課不提問、不發言的普遍問題，並從自身的教育哲學研究領域和教學實例切入，分享筆者在「思考教育與民主素養」通識課中，融入兒童哲學的團體探究教學法之教學歷程與研究發現。首先說明該教學法之理論依據、設計理念以及實施方式，最後則綜合評述大學生的轉變，以及這堂課獨有的教與學風貌之教育意涵。本文指出，團體探究所創造出的「社會空間」，能造就出不同的「教育可能」，包含體驗平等、自由和當下的真善美。本文亦探討教師引導之角色，並藉由自我角色之剖析，提供大學教學工作者一些教學理念上的參考方向。最後，本文試圖提出團體探究教學法的核心精神對一般大學教學的啟示。 The paper addresses the problem of university students’ reluctance to participate in class discussion. The author described how she adopted the pedagogy of a community of inquiry, well-known in philosophy for children, in her general education course Education for Thinking and Democracy. The author shared her findings about students’ experiences and transformation, and explored some implications for education. In the paper, she contends that the community of inquiry approach to education provides a “social space” conducive to alternative “educational possibilities.” Students experienced equality and freedom, and learned to appreciate the true, the good and the beautiful in the rich present. In conclusion, the author discussed the role of a teacher facilitator and offered some suggestions to university teaching.