與司法平反者對話之敘說教學實踐研究

Teaching Practice Research of Narrative Pedagogy with the Forensic Innocence

提升大學生對社會議題的關注，如冤獄錯案的議題，尤其是心理學系學生可以審慎解析資訊來源，對事件能有更多面向的思考觀點是本研究的目的。本研究於2020 年9 月試開設一學期課程，運用敘說教學法（narrative pedagogy），帶領40 位心理學系大學生從閱讀司法平反者的判決書文本，收集分析相關新聞報導、文章的文本，再與平反者對話，探討學生修習本課程後，對於司法平反者心理議題、司法制度的認識、司法制度與冤獄錯案的價值觀、表達溝通關懷能力、敘事力培養的改變情形。結果發現，第一，符合教學目標在知識面，增加對司法平反者心理議題、司法制度、敘說文本分析的了解；技能面部分，在培養批判性思考能力、資料收集能力、表達溝通關懷能力亦有增加；在態度面，也增加主動關懷平反者、澄清價值觀、關注社會公共議題。第二，經過敘說教學課程的學習，冤獄錯案的價值觀在角度與立場產生位移。第三，學生對於平反者的故事有許多體悟，甚至回觀自己的生命經驗。運用敘說教學法的現場對話，使得場域（這門課）、來賓（平反者與協會）、參與者（老師與學生）三者共同造就這學期的課程體驗。本研究針對教學歷程、學生回饋提出討論，並提出未來課程與研究方向。

Piloted in September 2020, this semester-long study was conducted in order to help university students better understand social issues, such as wrongful convictions or miscarriages, and help them be able to analyze issues from different perspectives. Using a narrative pedagogy approach, 40 psychology students were asked to read original court judgments, analyze news reports, and speak with those wrongfully convicted. The researchers then analyzed how students perceived those wrongfully convicted, understood the judicial system, and developed communication skills. Ultimately, students showed improved critical thinking, evaluation of sources, and communication skills. As a result of the narrative pedagogical approach, some students were able to put themselves in the position of those wrongfully convicted and, in some cases, even connect to their own personal experiences. The narrative approach allowed interaction between each of the three parties (the class), the guests (those wrongfully convinced), and the audience (the teacher and students). This study evaluates the course, reviews student feedback, and provides future recommendations.