QT國文課的預備課程：引導學生解讀臺灣「魔神仔」新聞的教學實踐與省思

How To Give a “Quality Talk” ? A Course On Short Answer and Critical Thinking

筆者在大學國文教學中融入美國賓州州立大學凱倫‧莫菲（P. Karen Murphy）教授的深度討論教學法（Quality Talk）展開以「討論」為主的「國文課」，此種教學法之核心在於，學生藉自主問答來學習接收、篩選、組織資訊的思辨及表達能力。然而，上課以來，有一反複出現於各課堂的情況是，學生因不熟悉自主問答的學習法而使其提問與回答皆有零碎簡略的情況。而，自主問答實際是QT教學法的主要學習進路。因此，如何使學生從零碎片段的提問能朝「完整」、「清楚」調整改進，使回答能由簡略的一兩句話到能粗具個人觀點及說明所持理由證據或思辨歷程，應是這種討論教學法得以順利執行及具有成效的基礎環節。亦即，正式施行QT教學前，應有一預備課程，教師要能做從「講授」教學法過渡到「討論」教學法的橋樑。因之，筆者在讓學生自主問答前，先擬設一連串有關「教師提問—學生回答」的思辨情境（臺日韓海女文化──文學、歷史、哲學的認識視角──臺灣魔神仔新聞），引導學生藉「教師提問—學生回答」的「思辨」，熟悉這種以「討論」來「思考」的學習方法，以「問」與「答」為基礎環節來提昇思考力與表達力的學習情境。爾後，學生再隨著教師引導，創造出與討論主題相關的思路，而能就各自思路延伸開展，持續拋出新問題與新疑問，加深或加廣討論層次，最終，能以200字左右的簡答題書寫來說明自我觀點與所持理由論據。本文即是有關引導學生解讀臺灣「魔神仔」新聞敘事為例的教學實踐及省思。

Some problems must be solved in the integration of Chinese education and QT teaching. Frequently, students’ questions and their answers are fragmentary and brief. However, ''questions'' and ''answers'' are the core of Quality Talk. The main goal of this study is to enable students to improve their questioning and response skills. Before QT teaching, there should be a preparatory course plan. A series of speculative situations related to the “teacher ask-student answer” are planned to be set up by the teacher. As a model of ''questioning'', it provides students with observation and learning. This study focuses on short answer and critical thinking. It includes both the implementations of course and reviews.