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題 名 | 日本的學校教育中團隊導向與學習文化理論之研究=A Study of Group Orientation and Cultural Theory of Learning in Japanese Schooling |
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作 者 | 黃文三; | 書刊名 | 高雄師大學報 |
卷 期 | 13 2002.04[民91.04] |
頁 次 | 頁21-35 |
分類號 | 526.1931 |
關鍵詞 | 團隊導向; 努力(堅毅); 精神; 集團意識; 團體意識; Group-oriented; Gambaru; Seishin; Shudan ishiki; Dantai ishiki; |
語 文 | 中文(Chinese) |
中文摘要 | 日本的學校教育有很多特有的特質與學習文化理論。依據Singleton(1993)的看法,日本人在解釋及組織教育上強調的是努力不懈;這相對於美人所強調的是能力(亦即,智商、智慧、才能)。這是一種日本學習的文化理論之潛在性的假定。Iwama(1993)也同樣討論到日本學校的組織體系。他說:日本學校的經營與管理較美更重於團隊導向。在這種型態的社中,可以預期得到的是團隊工作、合作、團體的一致、和諧、團隊效率、平等對團隊中的成員對團隊的貢獻,以及團隊成員的參與。 這研究的主旨在於幫助教師瞭解更多的日本學校教育的文化性,植根於社會的團隊導向之需求,來助益教育的變革和設計有效的群育教學策略。教師需要幫助學生考慮別人的感受(擬情作用),對友誼的自我信念,以及與人相處應有的方式。當教師的人,他們不僅僅要關心學生的學業成就,而且也要重視學生的行為表現,特別要求學生要尊重別人的感受,瞭解朋友的意義,而且能以道德上可被別人接受的方式來對待他人,重視學生全人格的發展。 基於此觀點,教師必須發展課程計劃,助長學生的團隊工作、合作、團體的一致、和諧、團隊效率、平等對待團隊中的成員、對團隊的貢獻、團隊成員的參與、和諧良好的行為表現。因此,任格教育過程的內涵是精神(個人情操和特質的發展),集團意識(團體的意識和歸屬感)或團體意識(組織的意識)。 |
英文摘要 | Japanese schooling has many special characteristics and cultural theory of leaning. According to Singleton (1993), Japanese emphasis on gambaru (persistence) in explaining and organizing education. This contrasts with an American emphasis on ability (that is, IQ, intelligence, talent) and is an underlying assumption of a Japanese cultural theory of learning. Iwama (1993) also discusses the Japan's school management system. He says, Japan's school teamwork, cooperation, consensus in a group, harmony, group effectiveness, equal treatment of members, devotion to the organization, and members' participation are expected. This study aims to help teachers to understand more cultural characteristics of Japanese schooling, to improve educational reform and to design effective interpersonal-relationship teaching strategies, which are based on the group-oriented of social needs. It s necessary for the teacher to help students think about others' feelings (empathy), their own belief about friendships and the way how they think and other people should behave. As teachers, they concerned not only about their students' academic achievement, but also their other aspects such as their behavior, they expect their students to respect the feeling of others, understand what it means to have friends, and behave in morally acceptable ways. On this point, the teacher must develop programs to foster "teamwork," "cooperation," "consensus in a group," "harmony," "group effectiveness," "equal treatment of members," "devotion to the organization," ""members' participation," and other good behaviors of the students at school. Thus, the real content of any educational process is seishin (individual spirit and character development) and shndan ishiki (group consciousness, belogingness) or dantai ishiki (organization consciousness). |
本系統中英文摘要資訊取自各篇刊載內容。