辯論活動課程方案實踐素養導向教學之行動研究─以北市一所國民中學為例
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2022
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本研究採行動研究法，旨在探討國中實施辯論活動對於實踐素養導向的教學目標之可能性及實施結果。研究動機起因於研究者發現現今的教學方式，對於學生態度、技能層面素養培養的缺乏。以及現場教師在十二年國教新課綱推動下的無所適從。因此研究者希望透過辯論活動課程，兼顧知識、態度、技能面向的培養，建立學生理性溝通、口語表達以及批判思考的能力。藉由深入探討社會議題，培養對社會時事的關懷。另外，也為新課綱的推動以及新時代公民的培養提供一個方向。基於上述研究背景與動機，本研究之研究目的如下：一、探究辯論活動課程方案於實踐素養導向教學之設計、實施與修正歷程二、瞭解學生參與辯論活動課程方案中在素養上的改變三、探討研究者設計與實踐素養導向教學歷程之專業成長與反思為達研究之目的，研究者採「奧瑞岡式辯論」為活動方式，以任教學校之八年級學生為研究對象。利用暑期實施種子學生培訓，並利用會考完時間，由種子學生入班示範與協助，進行整班式的辯論活動。並以「辯論基礎概念」、「奧瑞岡賽制說明」、「資料整理分析與論點整理」、「分組討論與攻防練習」、「奧瑞岡式辯論比賽」、「奧瑞岡式辯論比賽入班示範」、「種子學生協助分組攻防訓練」、「課程回顧」八個部分為主題，結合核心素養內涵。過程當中每一階段均預留時間討論與回饋，藉由循環實施、反思與修正，進行十八堂課的行動研究。本研究藉由反思日誌、觀察記錄、學生回饋、研究諍友紀錄等資料來進行分析。為避免研究過程中的主觀與偏頗，研究者透過自我反思、研究諍友與客觀蒐集資料，來加強整個研究之正確性。為加強研究的信實度，研究者將進行三角檢證法，在方法、人員、資料上進行檢證。另因為研究者與研究參與者關係良好，加上師生之間本存在著權力不對等，可能讓研究參與者有符合教學者預期的傾向。研究者須有所覺察，並在進行研究時隨時檢視與反思。最後，研究者根據本研究結論，對在國中實施辯論活動對於實踐素養導向目標的教學及未來研究提出一些具體的建議。
This study adopts the action research method to explore the possibilities and results of practicing literacy-oriented teaching by debate activity curriculum in junior high school.The motivation for the study stems from the fact that researcher have found that the teaching methods today, lack the cultivation of students' affective and psychomotor. And the on-site teachers are at a loss for the impetus of Curriculum Guidelines of 12-Year Basic Education. Therefore, the researcher hopes that through the debate activity course, taking into account the cultivation of cognitive, affective and psychomotor, establishing the ability of rational communication, oral expression and critical thinking. Cultivating concern for social affairs through in-depth discussion of social issue. In addition, providing a direction forthe promotion of the new Curriculum Guidelines and the cultivation of citizens in the new era.According to the research background and motivation above, the research purposes of this study are as follows:1. To explore the process of design, implementation and revision of the debat activity curriculum project basic on practicing literacy oriented teaching.2. To understand the students’ participation and changes in literacy during the debate activities.3. To discuss the reflection and professional growth of researcher bydesigning and practicing the literacy-oriented teaching process.To achieve the purpose of research, the researcher adopted the" Oregon Style Debate " with the Eighth-grade students of the teaching school. Training seed student by using the summer, showing demonstration and assistance in the whole class debate activity by the seed students after the Comprehensive Assessment Program for Junior High School Students.The themes are "Basic Concepts of Debate", "Explanation of Oregon Debate Format", "Data Collation Analysis and Argument Collation", "Group Discussion and Offensive and Defensive Practice", "Oregon style DebateCompetition", "The Demonstration of Oregon style Debate Competition ", " The Assistance of Seed Students to Group Offensive and Defensive Training", and "Curriculum Review", combined with the connotation of core literacy.At each stage of the process, time is set aside for discussion and feedback, and eighteen lessons of action research are conducted through circular implementation, reflection and correction. This study is analyzed by reflective logs, observational records, students’ feedback, critical partner, etc. In order to avoid subjectivity and bias in the research, researcher strengthen the correctness of the entire research through self-reflection, critical partner and objective collection of information. In order to strengthen the credibility of the research, the researcher will use Triangulation in research, and verify the methods, personnel, and data.In addition, because of the good relationship between the researcher and research participants, and the imbalance of power between teachers and students, it may make the research participants have a tendency to meet the expectations of the teachr. The researcher need to be aware, reviewing and reflecting at any time during the research.Finally, based on the conclusions of this study, the researcher propose some specific suggestions for future research and practicing literacy oriented teaching by debate activity curriculum project in junior high school.
This study adopts the action research method to explore the possibilities and results of practicing literacy-oriented teaching by debate activity curriculum in junior high school.The motivation for the study stems from the fact that researcher have found that the teaching methods today, lack the cultivation of students' affective and psychomotor. And the on-site teachers are at a loss for the impetus of Curriculum Guidelines of 12-Year Basic Education. Therefore, the researcher hopes that through the debate activity course, taking into account the cultivation of cognitive, affective and psychomotor, establishing the ability of rational communication, oral expression and critical thinking. Cultivating concern for social affairs through in-depth discussion of social issue. In addition, providing a direction forthe promotion of the new Curriculum Guidelines and the cultivation of citizens in the new era.According to the research background and motivation above, the research purposes of this study are as follows:1. To explore the process of design, implementation and revision of the debat activity curriculum project basic on practicing literacy oriented teaching.2. To understand the students’ participation and changes in literacy during the debate activities.3. To discuss the reflection and professional growth of researcher bydesigning and practicing the literacy-oriented teaching process.To achieve the purpose of research, the researcher adopted the" Oregon Style Debate " with the Eighth-grade students of the teaching school. Training seed student by using the summer, showing demonstration and assistance in the whole class debate activity by the seed students after the Comprehensive Assessment Program for Junior High School Students.The themes are "Basic Concepts of Debate", "Explanation of Oregon Debate Format", "Data Collation Analysis and Argument Collation", "Group Discussion and Offensive and Defensive Practice", "Oregon style DebateCompetition", "The Demonstration of Oregon style Debate Competition ", " The Assistance of Seed Students to Group Offensive and Defensive Training", and "Curriculum Review", combined with the connotation of core literacy.At each stage of the process, time is set aside for discussion and feedback, and eighteen lessons of action research are conducted through circular implementation, reflection and correction. This study is analyzed by reflective logs, observational records, students’ feedback, critical partner, etc. In order to avoid subjectivity and bias in the research, researcher strengthen the correctness of the entire research through self-reflection, critical partner and objective collection of information. In order to strengthen the credibility of the research, the researcher will use Triangulation in research, and verify the methods, personnel, and data.In addition, because of the good relationship between the researcher and research participants, and the imbalance of power between teachers and students, it may make the research participants have a tendency to meet the expectations of the teachr. The researcher need to be aware, reviewing and reflecting at any time during the research.Finally, based on the conclusions of this study, the researcher propose some specific suggestions for future research and practicing literacy oriented teaching by debate activity curriculum project in junior high school.
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Keywords
辯論, 素養, 行動研究, debate, literacy, action research