教材中的兒童哲學問題類型──以圖畫書《哲學・思考・遊戲》為例

提問是促發思考的關鍵，關注教科書或教材中的問題類型，能為培養學生的思考能力提供啟示，然而相關研究甚為缺乏。本研究以一套共計9冊的著名兒童哲學圖畫書《哲學．思考．遊戲》（Philozenfants）為研究對象，採用內容分析法探討該套叢書之問題類型的分布情形與具體示例。本研究界定的問題類型包括提問的清晰度、準確性、深度，以及廣度等4大主類目，各主類目之下又涵蓋共計8項次類目。研究發現該套叢書中呈現了上述各種問題類型，兼顧多種思考能力的開展；其中「提問的廣度」類型最多，回應學者倡議兒童哲學應關注多種觀點之表達和思考的呼籲。此外，從該套叢書涉及問題探究的文字內容可見，其中對於問題類型的呈現具有豐富性，而書中的圖片對於文字內容起了互釋作用。最後則提出相關的結論與建議，以期為關注提問與思考之課程材料的研究及使用提供借鑑。

Given that questioning catalyzes thinking, an examination of the types of questions presented in educational materials can provide valuable insights into the development of students’thinking abilities. However, few studies have examined the types of questions embedded in educational materials. This study aimed to address this gap through a content analysis of the Philozenfants series, a nine-volume series of philosophical picture books for children, focusing on the distribution and application of various question types within the book series. Questions in the series were classified on the basis of four principal domains: clarity, accuracy, depth, and breadth. These four domains were further subdivided into eight subcategories. The findings revealed a diverse variety of question types used throughout the series. Notably, breadthrelated questions appeared most frequently, underscoring the importance of encouraging multiple viewpoints from students when teaching philosophy to children. In addition, the texts demonstrated the application of various question types and their adaptable applications. In the series, both visual and textual elements were integrated such that their complementary roles were reinforced. Overall, this study provides valuable insights and recommendations for developing and implementing curricula that incorporate questioning frameworks.