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研究生:沈文蓓
研究生(外文):Shen Wen-Pei
論文名稱:小學高年級學生小組討論之歷程分析
論文名稱(外文):Discourse analysis of the process of the fifth and sixth graders'''' group discussion
指導教授:游麗卿游麗卿引用關係
學位類別:碩士
校院名稱:國立台南師範學院
系所名稱:國民教育研究所
學門:教育學門
學類:綜合教育學類
論文種類:學術論文
論文出版年:1997
畢業學年度:86
語文別:中文
中文關鍵詞:小組討論語料分析
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一般老師很少使用小組討論教學法,或是即使在形式上雖然將學生分了組,實質上並無討論的活動。因此本研究企圖描述學生是如何進行小組討論,以及分析學生進行討論時,會有哪些困難點,希望能作為老師在實施小組討論教學時的參考。整個研究的步驟包含選取研究對象及討論題材,將研究對象分組,進行討論活動,訪談研究對象,以及分析資料。 分析學生小組討論歷程的結果,發現學生在小組討論時「沒有產生討論行為」的比例最高,將近有四分之三,顯示學生在討論的歷程中,大多數的過程,即使有結果,也不是討論出來的。且學生在溝通技巧方面,所出現的討論行為大多是比較低層次的,如回應及重述;大多數的討論片段並沒有產生討論的行為;學生對於傾聽、不搶話、等待發言、接納比自己合理的意見、說話要有依據等觀念不夠。對於「討論」的認知方面,學生有離題和開玩笑的行為;有些學生不尊重別人的意見;也有些學生只表達出自己的情緒,沒有解決衝突事件的方法;還有學生並不很清楚討論的本質。進一步探究這些現象,發現學生進行討論時的困難點在於溝通技巧不足、學生對討論的認知不夠、合作觀念不足、監控能力不足、以及討論題材不合適的問題,並針對這些困難點提出教學的建議。
Elementary teachers seldom use small group discussion as a method for instruction. Even though there are groups in format, there are no discussion activities in nature. The purpose of this study is to describe the process of group discussion and the difficulties involved in the discussion in an elementary classroom. Data collection included selecting participants and preparing discussion materials, grouping, conducting discussion activities, and interviewing participants. The results of the analysis showed that "no discussion" is the highest proportion, approximately 3/4, which meant that most conclusions were not derived from discussions. We also found that the level of the utterance was relatively superficial, e.g., simple response or repetition; there are no discussion in the discourse; and students were lacking in listening to others, unarbitrary interruption, waiting address, respecting other''''s opinions, and opinions must base on authorities. On the other hand, we found students didn''''t think that long time out of task should be avoided; students didn''''t have concepts of coorperation and respection; they have no ways of resolving conflicts resulted in argumentation and just expressed their emotions; and they didn''''t grasp the essence of discussion. Further analysis indicated the difficulties of students'''' discussion, which included lacking communication skills, cognition of discussion, cooperation, monitoring strategies,and the inadequacy of the readings used for discussion. Educational implications and suggestions were discussed in the end of the chapter.
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