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    Title: 關鍵提問在高中國文教學社群之行動實踐研究
    Action Research on Critical Questioning in the High School Chinese Literature Teaching Community
    Authors: 李榮哲
    Lee, Jung-Che
    Contributors: 詹志禹
    Zhan, Zhi-Yu
    李榮哲
    Lee, Jung-Che
    Keywords: 關鍵提問
    教師專業學習社群
    教學實踐
    探究歷程
    自我賦能
    critical questioning
    teacher professional learning community
    teaching practice
    inquiry process
    self-empowerment
    Date: 2024
    Issue Date: 2024-03-01 12:39:17 (UTC+8)
    Abstract: 提問是教師最常使用的教學策略，而教師專業學習社群是提供教師專業成長的重要路徑。然而，有效的提問策略具備什麼特性？而怎樣的社群模式或經營策略才能有效促進教師的專業成長或教學實踐的動機？
    「關鍵提問」為促發學習者批判思維並形成探究歷程的提問策略。本研究即以「關鍵提問」為研究焦點，分別從教師社群及高中國文教學兩個層面，探討關鍵提問的應用情形及其對社群或學習者產生的影響。
    研究者以自身參與的提問教學社群為研究對象，並與社群成員共同進行為期一年的「關鍵提問」探究。在歷經社群的醞釀、實踐與統整階段後，社群成員對於「關鍵提問」不僅有認知面的改變，在教學實踐中亦展現自我賦能的情形；而社群成員則在教學實踐中發現關鍵提問對於學生具有引發探究、自我提問與學習遷移等成效。透過分析社群運作記錄、個別訪談記錄與反思札記等資料，歸納研究重要結果如下：
    一、關鍵提問能引發探究歷程，並能有效促發學習者的批判性思維、創意思維與自我提問。
    二、關鍵提問有助於教學者以學習者為主體進行提問設計，並可在教學中看見學習者具體的變化歷程。
    三、關鍵提問是一種結合學習內容、有效提問策略與互動歷程的教學思維。
    四、關鍵提問可有效形塑社群的探究氛圍與促進教學實踐的動機，進而促進社群的轉變。
    最後，研究者根據研究結果提出建議，以供關注「關鍵提問」的教師及未來研究者之參考。
    Questioning is a commonly used teaching strategy by teachers, and teacher professional learning communities are important pathways for providing professional growth for teachers. However, what characteristics does an effective questioning strategy possess? And what types of community models or management strategies can effectively promote teachers' professional growth and motivation in their teaching practices?
    Critical questioning is a questioning strategy that stimulates learners' critical thinking and fosters an inquiry process. This study focuses on "critical questioning" and investigates its application and impact on both teacher communities and high school Chinese language instruction.
    The researcher himself participated in a questioning teaching community as the subjects of the study, conducting a one-year investigation into "critical questioning" with other community members. After going through stages of community development, practice, and integration, not only did the members' understanding of "critical questioning" change, but they also demonstrated self-empowerment in their own teaching practices. Additionally, they discovered that critical questioning had effects on students such as triggering inquiry, self-questioning, and learning transfer. By analyzing data from community operation records, individual interview records, and reflective notes, the essential results of the study are as follows:
    1.Critical questioning can initiate an inquiry process and effectively stimulate learners' critical thinking skills, creative thinking skills, and self-questioning abilities.
    2.Critical questioning helps educators design questions from the perspective of learners as active participants in the learning process while observing concrete changes in learners during instruction.
    3.Critical questioning is a pedagogical mindset that combines learning content with effective question strategies and interactive processes.
    4.Critical questioning can shape an atmosphere of inquiry within a community while motivating teaching practices to foster transformative change within the community.
    Finally, based on these research findings, recommendations were provided for teachers who are interested in critical questioning as well as future researchers in this field.
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    Description: 博士
    國立政治大學
    教育學系
    103152502
    Source URI: http://thesis.lib.nccu.edu.tw/record/#G0103152502
    Data Type: thesis
    Appears in Collections:[Department of Education] Theses

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