當原住民與漢人在教室相遇：不同族群背景的教師與幼兒在教室之言談   全文下載

Aboriginal and Han People in Classrooms: Discourse Styles between Teachers and Young Children with Different Ethnic Backgrounds

本研究探究不同族群師生之教室言談。採質性研究法進入兩個場域觀察：漢人教師與原住民幼兒、原住民教師與漢人幼兒。研究發現，漢人教師在原住民區教導的原住民幼兒，在教室之口說回答簡短、常穿插族語且在團體中交叉共構。漢人教師在原住民區之提問以封閉性問題居多，原住民幼兒被要求來前面單獨回答時則常靜默，但如有媒介物就能敘說；原住民幼兒口說日記遊走在真實和「編說」中，與漢人教師所欲討論真實事件形成雙軌平行之對答。漢人區任教之原住民教師口語表達常重複、補充說明和插入臺語；原住民教師與漢人幼兒之對話以開放性提問居多，提問的內容若為讓幼兒探索教師意圖，則常缺乏線索而造成幼兒隨意猜測；若是提問的內容為幼兒的經驗事件，則提供幼兒社會建構、同儕鷹架之對話關係。此外，在漢人區的原住民教師之言談常過度延伸或轉換主旨，以至於延宕提問結論或沒有結論。

This study explored classroom discourses between teachers and young children with different ethnic groups, adopting an ethnographic approach as the qualitative method. Data were collected from (1) a Han teacher and aboriginal children in a Paiwan tribe; and (2) a Painanese teacher and Han children in a Han area. The results indicated that in the class of the Han teacher, the discourse styles of the aboriginal children included short sentences and interpolating Paiwanese nouns. The aboriginal children were unfamiliar with speaking alone in front of people, and multiple children spoke over each other in group situations. If the aboriginal children had varied media, such as their own drawings, they could express themselves; when they discussed their daily lives based on these drawings, other children frequently participated, generating a story that varied between reality and fabrication. However, the Han teacher tended to pull the children back to reality. By contrast, the discourse style of the aboriginal teacher in the Han area included unique syntax, a topic-associating style, and interpolated Hokenese. Most of the questions asked were open-type questions. It was unclear if those questions were meant to allow the children to explore the intentions of the teacher; little context and few hints were provided for such questions, causing the children to randomly guess the answers. If the questions related to the experiences of the children, the aboriginal teacher provided them opportunities for social construction and peer scaffolding. Moreover, the discourses of the aboriginal teacher in the Han area were frequently over-extended or tangential; thus, the answers to such questions were postponed, or no conclusions were provided.