以台灣高中為主的多面向英語論辯推廣計劃
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Date
2011/08-2012/07
Authors
常紹如
吳美貞
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Abstract
英語論辯之諸多教育功能與價值早已為不爭之事實。但在台灣英語教育中，英語論辯一直未受到應有的重視。有鑒於此，我決定以過去執行英語辯論計畫之經驗與成果為依據，在全國北、中、南、東四區共招募三十五名高中英語教師為種子教師，自一百學年度起連續三年推動一名為「以台灣高中為主的多面向英語論辯推廣計畫」之研究計畫。本期末報告為第一年（亦為第一期）計畫之成果報告。報告一開始先引述文獻中有關辯論教育價值之探討，並整理了鄰近亞洲地區推廣英語辯論之現況，以凸顯於台灣高中推廣英語論辯教育的正當性與急迫性。報告其次陳述了本推廣計畫所涵蓋之面向（即「英語辯論競賽」、「英語論辯教學」及「英語論辯生活化」）及各面向下所設定之宗旨目標（即「英語辯論競賽」面向下之舉辦國內和國際英語辯論賽事以培養國內菁英學子具備國際級論辯水準；「英語論辯教學」面向下之英語口語論辯融入課堂教學以全面提升國內學生英語口語論辯之基本能力；及「英語論辯生活化」面向下之以辯論為表達及辨證工具協助高中生從分析生活中論辯實例並適時維護自身理念及權益）。針對本推廣計畫所採行之推廣方法與策略，報告中亦簡要陳述。針對第一年「規劃期」及其以「共享願景」、「教育訓練」、「諮詢與增強」及「支持性組織」為主的推廣策略，報告中列出符合該期目標與各策略有關之工作項目、執行過程與執行成果。其中包含英語論辯專業知能工作坊之舉辦、線上學習交流平台（Moodle）之設立、重點園丁計畫之籌畫與各計畫下論辯教材之編纂、一般園丁計畫之籌畫與施行、及第一期計畫教師參加心得調查。從實質成果來看，本計畫第一年結束已順利產出三本英語論辯教材，分別為「英語辯論競賽」面向下的《沒在怕！第一次帶英語辯論就上手：辯論指導老師教戰手冊》；「英語論辯教學」面向下的《我辨我辯我變變變：批判性思考融入課堂英語之教學指引手冊》和「英語論辯生活化」面向下的《那些年，嚕比一家人爭辯的大小事：英語論辯生活化首部曲》。有兩位種子教師亦將所學之論辯專業知能運用在中小學及幼稚（兒）園教師行動研究與教案編寫競賽上並獲得佳績。從種子教師在心得與回饋問卷調查結果來看，絕大多數種子教師認為本計畫所舉辦的一日工作坊對提升其論辯專業知能有具體幫助，但希望舉辦時間能更有彈性並加入實做與教學示範。對所創立的線上學習平台，多數種子教師亦肯定其資源提供之功能，但也認為該平台之運作模式可再斟酌。在比較加入和未加入重點園丁計畫教師的心得回饋後發現前者對本計畫的認同感與使命感明顯勝過後者，推估原因應和前者參與一整學期教材編纂之教育訓練有關，透過此編纂訓練，參加重點園丁計畫之教師在其專業知能和信心上應獲得相當程度之提升。最後，幾乎所有種子教師皆認同本三年期計畫之整體規劃及欲達成目的，部分教師亦針對某些目標或工作項目做出建議與提醒。綜觀各項具體成果與參與教師之心得回饋，本推廣計畫已踏出了成功的第一步。
A three-year research project aiming to promoteEnglish debate in various forms and multiple facets(i.e., ’debate as a formal competition,’ ’debateas a discourse genre in regular English curriculum’and ’debate as civil training in everyday life’) inTaiwanese high schools was first implemented in 2011with 35 English teachers from all over the countrycurrently participating in the project. Currentlythis English debate promotion project has completedits initial ’planning’ stage, where vision sharing,teacher development, curriculum/program design,information providing, and network building were setas the major promotion strategies. The report heredelineates the tasks planned under those promotionstrategies and the task accomplishments from thefirst year of the project. The tasks that wereimplemented include 1) holding a one-day workshop toassist the participants envision the whole projectand elevate their knowledge about English debate andargumentation, 2) setting up an online learningplatform (called Moodle) to facilitate informationdissemination and network building, 3) devisingthree ’focal gardener projects,’ one from eachfacet, to model curriculum and material design andfurther strengthen participants’ expertise, 4)providing advice and consultation for ’individualgardener projects,’ and 5) soliciting feedback fromthe participants on the project. Judging from thefact that three ready-to-be used manuals have beenproduced from the focal gardener projects and someindividual projects also won the awards in K-12action research and teaching plan contests, theproject, in its first year, has had bountifulconcrete accomplishments. The feedback surveyresults also indicated that the majority of theparticipants were satisfied with the content of theworkshop, found Moodle a helpful online platform(though suggesting the way it was operated could beimproved), and endorsed the whole project and what itultimately aims to accomplish. It was also foundthat the participants who were involved in the focalgardener projects, due to their personalcontributions to the manuals and thus a chance tofurther develop their ability to teach English debateand argumentation, deemed the project in aparticularly positive light. All in all, the projecthas been off to a good start.
A three-year research project aiming to promoteEnglish debate in various forms and multiple facets(i.e., ’debate as a formal competition,’ ’debateas a discourse genre in regular English curriculum’and ’debate as civil training in everyday life’) inTaiwanese high schools was first implemented in 2011with 35 English teachers from all over the countrycurrently participating in the project. Currentlythis English debate promotion project has completedits initial ’planning’ stage, where vision sharing,teacher development, curriculum/program design,information providing, and network building were setas the major promotion strategies. The report heredelineates the tasks planned under those promotionstrategies and the task accomplishments from thefirst year of the project. The tasks that wereimplemented include 1) holding a one-day workshop toassist the participants envision the whole projectand elevate their knowledge about English debate andargumentation, 2) setting up an online learningplatform (called Moodle) to facilitate informationdissemination and network building, 3) devisingthree ’focal gardener projects,’ one from eachfacet, to model curriculum and material design andfurther strengthen participants’ expertise, 4)providing advice and consultation for ’individualgardener projects,’ and 5) soliciting feedback fromthe participants on the project. Judging from thefact that three ready-to-be used manuals have beenproduced from the focal gardener projects and someindividual projects also won the awards in K-12action research and teaching plan contests, theproject, in its first year, has had bountifulconcrete accomplishments. The feedback surveyresults also indicated that the majority of theparticipants were satisfied with the content of theworkshop, found Moodle a helpful online platform(though suggesting the way it was operated could beimproved), and endorsed the whole project and what itultimately aims to accomplish. It was also foundthat the participants who were involved in the focalgardener projects, due to their personalcontributions to the manuals and thus a chance tofurther develop their ability to teach English debateand argumentation, deemed the project in aparticularly positive light. All in all, the projecthas been off to a good start.