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題名 | 教學上的鷹架要怎麼搭=How to Scaffold When Teaching |
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作者 | 潘世尊; Pan, Thie-tzuen; |
期刊 | 屏東師院學報 |
出版日期 | 20020300 |
卷期 | 16 2002.03[民91.03] |
頁次 | 頁263-293 |
分類號 | 521.1 |
語文 | chi |
關鍵詞 | 鷹架; 可能發展區; 維果茨基; 皮亞傑; Scaffolding; Zone of proximal development; Vygotsky; Piaget; |
中文摘要 | 本文的目的在探討「教學上的鷹架到底要怎麼搭」才有益於學生的學習。首先,本文分析鷹架概念的起源,維果茨基所提的「可能發展區」的概念及其啟示。其次,探討從啟示到教學實踐的問題所在,並在解決問題之後提出可行的教學策略。由於所提出的教學策略尚存在著某些問題,因此,本文接著討論皮亞傑的論點,並從中引申出若干可行的教學策略,以補上述策略的不足之處。最後,本文綜合先前的討論,提出一種教學上應如何搭鷹架的途徑。 教師在教學時,可採如下的策略做為大架構:第一,機動調降期望學生發展出來的解題能力層次;第二,由抽象到具體、由少到多的提供解題線索及提示,如若不行,最後再用講解及示範的方式教學;第三,學生真的需要時才提供協助。在此大架構之下,當提供某個解題線索或提示,而學生仍無法成功解題時,可接著運用如下的策略協助學生,勿須急著提供更多及更具體明確的提示:1、推論及臆測學生的想法;2、激發學生產生困擾的感受;3、提供學生反思的機會。若這樣做了以後學生仍無法解題,才再回到大架構,接著提供更多及更具體明確的解題線索及提示。 此種教學方式,可說是以「提出問題」及「引導學生解決問題」為核心。教師若能善加運用,就是在搭一個能幫助學生發展出「可能發展出來的最大或最高層能力」的鷹架。 |
英文摘要 | The main purpose of this article is to explore how to scaffold to help students' learning when teaching. Firstly, the source of the concept of scaffolding, the theory of "zone of proximal development" proposed by Vygotsky was discussed and its implications for instruction were elicited. Next, this article proposed some practicable strategies for teachers to scaffold according to the implications elicited previously. Thirdly, this article continued to discuss Piaget's viewpoints about cognitive mechanism because Vygotsky didn't explain how does one's brain operate when learning. Some strategies were also drawn under the theories of Piaget for teachers to scaffold when teaching. Finally, this article established an integrated approach for teachers to scaffold based on the theories of Vygotsky and Piaget. |
本系統之摘要資訊系依該期刊論文摘要之資訊為主。