可見式思考活動融入國際文憑語言與文學課程研究 - 以蘇軾黃州文學之生命轉化為主

Abstract

本研究旨在以哈佛大學「零點計畫」中的可見式思考作為教學活動依據，將其融入國際文憑中文語言與文學課程，並以蘇軾黃州作品中關於生命思辨與轉化的文本為主，探討以可見式思考教學活動設計所帶動的學習方式對學生學習表現的影響。本研究以內容分析法蒐集文獻資料，採行動研究法與兩位臺灣現職國際文憑DP、MYP的中文教師合作，進行為期約一週的共備課程與到班現場協同教學。以調查研究法訪問協同教師和教學對象研究相關的問題，透過發放反思自評表了解學生學習心得，再回收自評表並分析學習回饋。據此研究過程，提出三項結論：一是將概念、學習技能和教學內容充分的整合；二是以總結性評估為目標培養學生的觀點取替力和比喻力；三是協同教師之間積極的溝通有助於提升整體教學品質。依照研究結論提出三項建議，為將來以可見式思考融入國際文憑課程做準備：一是具備以終為始的課程思維；二是建立師生提問互動的默契；三為擬定協同教學的計畫。The aim of this research is to use Visible Thinking from Harvard University’s Project Zero as a basis for teaching activities and to integrate these activities into International Baccalaureate Chinese language and literature classes. The texts mainly focus on Su Shi’s Huangzhou literature about those related to life thoughts and transformation. The research intends to discuss the impact of learning methods driven by Visible Thinking teaching activities on students’ learning performance. The research uses the content analysis method to collect literature and action research method to collaborate with the two DP and MYP Chinese teachers working at IB schools in Taiwan to co-teach in the classes for approximately one week. This research also adopts survey research to interview the co-teaching teachers and students. The students write the self-assessment questionnaires after the classes to do reflection. The researcher collects and analyzes the feedback from the questionnaires.Based on the research process, there are three conclusions. First, it is necessary to integrate concepts, learning skills, and teaching content. Secondly, teachers should aim at summative assessment to develop students' perspective-taking and metaphorical skills. Thirdly, active communication among teachers can be helpful to the overall quality of teaching. According to the research conclusions, there are three recommendations for integrating Visible Thinking into International Baccalaureate preparation. First, curriculum designers should have a mindset to begin with the end in mind. Second, teachers should establish positive interpersonal interactions with students. Third, teachers can draw up a co-teachingplan to enhance teaching quality.