• 作者： 黃翎斐、張文華、林陳涌
• 作者服務機構： 台中市立光榮國中; 國立台灣師範大學 生命科學系
• 中文摘要： 本研究旨在探究教師的佈題模式對學生論證表現的影響，合作對象為一資深的國中教師，研究進行課室觀察與教學活動錄影，分析教師在課室中採用何種佈題模式引發學生的論證及促進學生完成論證。整個蒐集資料過程為一個學期，每週三節，總共蒐集錄影帶50 捲。本研究發展以圖示的方式來呈現教學歷程的全貌，亦對論證的因子再做更詳盡的分類和定義，使得在論證評鑑時能有所依據。分析對話後，依教師引起論證的佈題模式分為三類：主張式、選擇式及開放式，這三種佈題模式各有其優缺點。主張式佈題模式教學因開放度不高，因此其論證所產生的反駁頻率較低；而開放式佈題模式因無一標準答案；論證的進行就較多樣而反駁頻率也高；選擇式佈題模式教學所發生的論證表現則介於兩者中間，因由於它半開放的特性提供學生自由選擇，亦提供方向讓學生可進行討論論證。另外在論證品質的評鑑方面，主張式和開放式佈題模式教學呈現兩極化的品質，而選擇式佈題模式所發生的反倒有維持較好的水準。
• 英文摘要： The purpose of this study was to explore the impact of a teacher’s question-positing on students’performance of argumentation. The cooperating teacher, Mrs. Liu, is an experienced junior high school teacher of biology. During the period of observation, classes were videotaped and data were analyzed to investigate the patterns of question-positing that Mrs. Liu used to trigger and promote students’ argumentation. Data collection lasted for one semester, three times a week, and 50 tapes were collected. A graphic representation, modified from Toulmin’s model of argumentation, was used to represent the discourse among students and the teacher in the classes observed. A rubric was developed with detailed categories and definitions of the components of argumentation so the quality of argumentation could be assessed. Three patterns of question-positing were noted, claim-provided model, claim-optional model, and open model and each had its own advantages and disadvantages. In the claim-provided model, the direction of discussion was limited and, therefore, there was less room for rebuttal performed by students. In the open model, there was not a single fixed answer expected by the teacher and the discourse became complicated and raised more rebuttals. The claim-optional model was in between the other two. Regarding the quality of argumentation, the claim-provided model and open model had opposite results and the claim-optional model resulted in better quality of argumentation.
• 中文關鍵字： 論證、對話分析
• 英文關鍵字： Argumentation, Discourse Analysis