陳昭珍Chen, Chao-Chen葉芷均Yeh, Chih-Chun2024-12-172024-01-242024https://etds.lib.ntnu.edu.tw/thesis/detail/f008ed8b843ab58f0f6db1ee7588e71e/http://rportal.lib.ntnu.edu.tw/handle/20.500.12235/122417因應資訊科技時代與新課綱素養教學的需求，高中生應具備高層次思考能力及省思批判力才能擁有面對新時代的核心素養，因此高中國文之教學法應與時俱進，以培養高中學生具備思辨表達力與閱讀理解力，進而將所學連結個人經驗以解決問題。有鑑於此，研究者以深度討論教學法融入高中國文教學，以期解決教育現場之實務問題，同時促進教師專業發展。本研究為首篇以古文作為深度討論之文本，探究深度討論法融入高中國文課文合宜的教學模式及成效。研究者以個案高中一年級的學生作為研究對象，進行為期十週的實驗課程，採行動研究法，據「擬訂計畫、行動、觀察、反思」進行反思修正並反覆調整教學策略，實驗課程結束後，研究者進行半結構式訪談，了解受試者對於本實驗課程的想法、感受與建議，並依據深度討論法編碼手冊分析學生於深度討論法中的問題類型及對話內容，統整分析各項研究結果資料，探究以深度討論法融入高中國文課文教學的合宜模式與成效。綜觀實驗歷程，高中學生於實驗課程前期之對話特點只局限於測試型問題及高層次問題類型；後期之對話特點則多為支持性問題，尤以情感型為多，連結型為少。教師於教學前期宜多次引導並具體示範，後期則宜多補充延伸閱讀文本以拓展提問與思辨之深廣度。實驗結果顯示，高中學生對於將深度討論法融入高中國文教學之實驗課程具有正向積極之感受，能以古文作為深度討論的素材並提升學習動機，教師能透過深度討論教學法有效引導高中生結合自我經驗進行反思與成長，發現古文對於自身及當代的價值及意義，於深度討論中提升溝通技巧與表達力，並培養出學術探究精神、批判分析、整合資訊及跨領域思考的能力。Responding to the needs of new high school curriculum guidelines teaching in the information technology generation, high school students must have the ability of higher-order thinking and critical thinking to solve various problems. The teaching methods must move with the times to cultivate the students with those abilities and lead them to solve problems with connections of knowledge and personal life experience. Thus, this research integrates quality talk with high school Chinese courses to solve the practical issues in the education field and improve the professional development of teachers.This research is the first study using quality talk in classical Chinese textbooks. The design of this research course lasts for ten weeks and the grade of researching students is the first year in high school. Moreover, the authors apply the action research to get feedback and adjust the courses. After finishing each experiment course, the author conducts a semi-structured interview to understand the students’ suggestions and thoughts. Finally, we analyze the discussions and questions proposed by students using the coding handbook defined in the quality talk. To study the effectiveness and suitable education model using quality talk on classical Chinese courses.During the early stage of the experiment course, students only present test questions and high-level thinking questions while in the later stage, they present affective questions, mostly support questions. The teacher must guide and demonstrate in the early stage. And provide additional materials to expand the depth and breadth of questioning and thinking in the later stage.The experimental results show that high school students have positive feelings about the course that integrates quality talk into high school classical Chinese teaching and improves their learning motivation. Teachers can effectively guide high school students through quality talk teaching methods. Students can discover the value and significance when implementing quality talk in classical Chinese courses and improve communication skills and expressiveness. Finally, they cultivate the spirit of academic inquiry, critical analysis, information integration, and the ability to think across fields.深度討論法高中國文教學課文本位古文教學行動研究Quality TalkHigh SchoolChinese CourseClassical ChineseAction Research學術論文