結合IBPYP概念理解的奧瑞岡辯論法教學設計—以伊索寓言故事為主

Abstract

本研究為結合國際文憑小學項目 IBPYP 概念性理解及奧瑞岡辯論法的教學 設計，以《伊索寓言》作為討論文本，旨在建立學生 PYP 七大重要概念之一的 「觀點」。藉由探究線索:「一、刻板印象如何影響我們的價值觀，二、深入 了解事情的多面性，三、我們如何對提供的訊息進行批判性思考」發展六個 單元課程，課程內容皆環繞著探究單元的中心思想:「不同團體、文化或背 景會導致不同的詮釋、理解及結論。」研究對象為筆者的家教學生，目前就讀香港 IB 國際學校五年級，研究期程 共十個星期，每週一個小時，從 2022 年的 2 月至 4 月。筆者先分析《伊索寓言》 所有篇目可教學的概念，選出三個以「觀點」為主的故事:〈龜兔賽跑〉、 〈放羊的孩子〉以及〈北風與太陽〉，課程中安排提問、討論及奧瑞岡辯論模 式—申論、質詢、結辯，也依據學生個性及興趣加入兩個學習活動，使用 YouTube影片(Uncle Roger討厭Jamie Oliver煮的蛋炒飯)及推理故事。

在最後的評估中可以發現:課程設計提高了學生對抽象概念「觀點」的理 解能力，透過奧瑞岡辯論看到學習者進行思考的歷程，寓言故事能讓小學生更 容易地討論故事內容、探討角色立場並表達自我觀點。以概念驅動的課程確實 能引導學生對存在的問題有更深刻的思考延伸。This research aims to explore the development of"Perspective", one of the seven key concepts of the International Baccalaureate Primary Years Programme (IB-PYP), through a conceptual course by using selected texts from Aesop's Fables in combination with Oregon Debate. Amid examining the lines of inquiry (1) how stereotypes affect our values, (2) deep dive into looking at scenarios in different standpoints, and (3) how to critically analyze all information attained by our surroundings, the researcher derived a six-unit syllabus focusing on thecentral idea "different ethnic, culture or upbringing will lead to different interpretation, perspective, understanding and conclusion".

The researched was conducted on the researcher's private tutor student, currently a Primary Year 5 student studying IB-PYP in Hong Kong, in one our sessions over a span of ten weeks between February to April 2022. The researcher first reviewed all key concepts from Aesop's Fables, and ultimately chose "The Tortoise and the Hare", "The Boy Who Cried Wolf" and"The North Wind and the Sun" since these stories are primarily focused on the key concept of Perspective. The course structure allows for questions, discussion and Oregon Debate – affirmation, rebuttal and closing statement. Two additional exercises were added based on student's interest – Using YouTube video "Uncle Roger dislikes Jamie Oliver's egg fried rice" and detective story.

At conclusion of the research, it was noted that the course had a positive result in providing clarity in the abstract concept of"perspective". Oregon Debate provided invaluable insight to the student's thinking process. It was also observed that by using Aesop's Fables, it was far easier for the student to discuss the morals of the story, discuss the standpoints of the characters and express his own viewpoints. The researcher believes this conceptual course can initiate a macro perspective on important principles, enabling students to have a deeper reflection on existing and persisting issues.