資優教育職前師資培育課程中師資生提問教學能力探究

Questioning Instruction Competence in Preservice Gifted Education Teachers

提問教學是資優教師應具備的專業知能，卻對師資生充滿挑戰。本研究以「議題融入資優教育教學設計」師資培育課程為場域，蒐集、分析13位師資生填寫的提問教學能力觀察表，輔以文件資料整理、期末訪談、現場教師回饋，呈現師培課程運作歷程，及師資生提問教學能力成長。本研究和現場教師合作，引導師資生設計以核心問題為主軸的議題融入資優教學，建構出提問教學專業學習架構，提升師資生整體提問教學能力，其中以「引入思辨情境」、「導向暫時結論」之成長幅度較大，「促發觀點翻新」最具挑戰性。文末依據教學實踐反思，提出未來教學與研究建議。

Questioning instruction (QI) is an essential professional competence for gifted education teachers but remains challenging to master. In this study, 13 preservice teachers performed self-evaluations on a QI observation scale. In addition, document analyses, interviews, and teacher feedback sessions were conducted following a teacher preparation course called Issue-Based Gifted Education Instructional Design. The researcher collaborated with junior high school teachers to guide the 13 preservice teachers in designing issue-based gifted instruction centered on essential questions. A gradual professional learning framework for QI was implemented to improve the preservice teachers’questioning strategies across the following dimensions: posing dialectic problems, eliciting diverse responses, exploring alternative perspectives, and orienting tentative assertions. Instructional and research recommendations were provided on the basis of reflections on teaching praxis.