Analysis of the Concept and Practice of Panel Discussions in Literature Classes

Abstract

This research project explores the concept and practice of panel discussions in literature classes. The theoretical approach adopted in the panel discussion integrates the concepts from critical thinking, collaborative learning, and drama-in-education, and student participants represent a range of viewpoints from different personalities of a literary work and lead a class discussion on a chosen theme. From preparation to performance, panel members have to support one another through cooperative learning and to take on the perspectives of literary characters through role-playing. The results from classroom observations, questionnaires, and a group interview indicate that this drama activity is useful in improving student participation and creating high-level interaction among students. Panel discussions can enhance critical thinking and deep understanding of literary works, but the creative development and the affective involvement of students need to be improved. Teachers should also encourage students to read the original text carefully than depend on second-hand references.

本研究旨在探討座談會在文學教學的理念與實踐。座談會本於批判思考、合作學習、教育戲劇理念，強調小組成員均等參與，討論作品。課堂上，成員因應主題，代入不同角色表達各方立場，探索藝術與人生。他們在互相支持及與觀眾的交流下，增強思考、欣賞、感受作品。本研究透過課堂觀察、問卷與訪談，反思活動成效。結果顯示，九成同學認為文學座談會的學習效果比一般大學導修更佳，能夠幫助他們在協作與爭鳴過程中深刻掌握作品內涵。總括來說，成員認知的收穫大於藝術創造與情感投入；有些學生較著重二手參考資料或在座談會上，偏向陳述事實多於分析問題。這些都是可以改善的地方。