教師提問在引導式探究教學中的角色：台灣與澳洲科學教室跨國比較

Abstract

在教室對話中，有效的教師提問扮演重要角色來刺激學生進行思考、建立鷹架以及發展出學生的科學探究能力。然而，一般教師在使用提問引導學生進行科學探究與科學推理過程中，面臨諸多困難，以至於難以落實探究教學。此研究針對一位台灣與一位澳洲之國小自然科經驗教師，探討此二位經驗教師如何使用提問引導與促進學生進行探究學習。透過跨國之比較研究，目的為了解探究教學中建立有效提問之因素為何，以及當中文化與課程內容如何影響與形塑出教師的提問方式。此研究中發展出一「引導式探究學習中的提問類型模式」分析架構，呈現探究教學中教師的提問具有不同功能，包括：「確認」、「激發」、「釐清」、「連結」與「延伸」。本研究透過教學錄影分析台灣個案教師「簡單機械」單元與澳洲個案教師「飛行與地心引力」單元，探討教師提問的模式、提問背後的想法與設計，以及透過比較了解文化與課程內容對於教師提問的影響，以提供未來教師引導式探究教學之指引參考。研究結果提出四個在引導式探究教學中，教師提問的主要功能包含建立科學概念、產生連結、釐清想法與強化及應用。此外，研究比較二位經驗教師之教學特色，台灣教師之教學較為結構化，並使用較多閉鎖式提問；澳洲教師之教學較有彈性，並使用較多開放性提問。然而，兩種教學特徵透過教師純熟的發揮，皆能夠提供學生良好的引導，並能幫助學生進行探究學習。根據研究發現，本研究提出了相關教學啟示與研究建議。

Effective teacher questioning and classroom discourse play important roles in stimulating, scaffolding students’ thoughts and developing students’ scientific inquiry skills. However, teachers may not know how to provide guided questions to stimulate inquiry learning in science classrooms. With an attempt to explore the role of teacher questioning in inquiry learning, this study examines how experienced elementary science teachers in Taiwan and Australia use questioning to guide students’ learning in their inquiry-based science teaching. Through cross-national comparison, this study aims to understand important factors that contribute to effective teacher questioning while trying to capture the impact of cultural and curriculum contexts on the framing of inquiry processes. A framework of questioning in guided scientific inquiry learning was developed to analyze teacher’s questioning patterns, showing different forms of questioning according to its function: confirmation, stimulation, clarification, connection and extension. Based on video analysis of two case teacher’s science classrooms interactions, results indicate building concept, making connections, clarifying thoughts, and reinforcing application are four main functions of teacher questioning to guide inquiry learning. Although two case teachers are varied in instructional characteristics, from structured to flexible designs and closed to open questions, they both provided clear guidance in their teaching to help students getting engaged in inquiry learning. Also, implications and suggestions are provided for pedagogical practice and further study in science teaching and learning.