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題 名 | 謝富樂的理性教學觀與教學研究=Scheffler's Reason and Research on Teaching |
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作 者 | 邱憶惠; | 書刊名 | 教育研究 |
卷 期 | 6 1998.06[民87.06] |
頁 次 | 頁191-208 |
分類號 | 520.14 |
關鍵詞 | 分析哲學; 理性; 教學; Analysis philosophy; Reason; Teaching; |
語 文 | 中文(Chinese) |
中文摘要 | 本研究從謝樂富在「理性與教學」一書中試探其理性教學的涵義,釐清在教學上 的影響,並探究對教學研究的啟發,藉以闡述教學研究的新取向。所得的研究結果;一、謝 樂富的理性教學觀:教學為一種目標取向的活動,且尊重學生智性的純正與獨立判斷的能力 。界定教學時,需分析意向性、合理性、理性等三準則。二、教學過程的理性和意向性:當 教師計畫把某種教材傳授給學生時,教師如何考慮學科內容、學生特性、教材內容、教學過 程、如何引用學科知識、如何計畫在教學時把學科知識呈現給學生,及教學後的反省、成長 等,這一連串的教學理性過程應被重視。 (一 )Shulman 的教學理性模式:其模式所組成的 內容包括:理解、轉形、教學、評量、反省、新理解。(二 ) Gudmundsdotti 的教學理性模 式:包括意向性的課程、知識基礎、和教學理性過程。意向性的課程檢驗把關教學過程的輸 入,最後教學過程所輸出的即是教給學生的知識。三、教學研究新取向:關切教師知識的重 要性,並從教育實務的範疇中探其究意,建立一套嚴密的教師專業知識。 |
英文摘要 | From I. Scheffler's 'Reason and teaching', this study explores the implication of reasonable teaching and the influence on teaching; meanwhile, it is possible that new orientation about research on teaching is described by literature survey. Data was anlayzed to induce the following result. 1.Teaching is a goal-oriented activity, and respects the mental and judgement of learner. It is necessary for teaching to analyze intentionality, reasonableness, and manner criterions. 2.When a teacher plans to instruct students, he must think about subject matter content, the characters of students, materials, proces, how to use and transfer subject matter knowledge, and self-reflection. The teaching process as the chain fo activities which are rational and intentional should be understood. There are two models of teaching reasoning been described: (1)Shulman's model which is circle has six main components: comprehension. transformation, instruction, evaluation, reflection, and new comprehension. (2)Gudmundsdotti's model is consisted of intended curriculum, knowledge base, and pedagogical reasoning process. 3.Teachers' knowledge is important for educational practice to be researched in order to establish a strict professional knowledge body. |
本系統中英文摘要資訊取自各篇刊載內容。