提問教學是資優教師應具備的專業知能，卻對師資生充滿挑戰。本研究以 「議題融入資優教育教學設計」師資培育課程為場域，蒐集、分析13 位師資生 填寫的提問教學能力觀察表，輔以文件資料整理、期末訪談、現場教師回饋， 呈現師培課程運作歷程，及師資生提問教學能力成長。本研究和現場教師合作， 引導師資生設計以核心問題為主軸的議題融入資優教學，建構出提問教學專業 學習架構，提升師資生整體提問教學能力，其中以「引入思辨情境」、「導向 暫時結論」之成長幅度較大，「促發觀點翻新」最具挑戰性。文末依據教學實 踐反思，提出未來教學與研究建議。

Questioning instruction (QI) is an essential professional competence for gifted education teachers but remains challenging to master. In this study, 13 preservice teachers performed self-evaluations on a QI observation scale. In addition, document analyses, interviews, and teacher feedback sessions were conducted following a teacher preparation course called Issue-Based Gifted Education Instructional Design. The researcher collaborated with junior high school teachers to guide the 13 preservice teachers in designing issue-based gifted instruction centered on essential questions. A gradual professional learning framework for QI was implemented to improve the preservice teachers’ questioning strategies across the following dimensions: posing dialectic problems, eliciting diverse responses, exploring alternative perspectives, and orienting tentative assertions. Instructional and research recommendations were provided on the basis of reflections on teaching praxis.

提問教學、核心問題、資優教育、職前師資培育、議題融入課程

questioning instruction, essential questions, gifted education, preservice teacher education, issue-based curriculum