頁籤選單縮合
題 名 | 教學的社會學分析--概念、內涵與應用=An Exploratory Analysis of Teaching and Learning: Sociological Perspectives |
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作 者 | 湯梅英; | 書刊名 | 臺北市立師範學院學報 |
卷 期 | 33 2002.12[民91.12] |
頁 次 | 頁35-53 |
分類號 | 520.1354 |
關鍵詞 | 教學; 社會學; 教學社會學; Teaching; Teaching and learning; Sociological perspectives of teaching; |
語 文 | 中文(Chinese) |
中文摘要 | 教學究竟是指教或是學?抑或是教與學並重?這類問題在日常生活上可能不必大打周章的釐清興討論,然而,如何界定教學的定義與活動,實際上卻關乎教學的研究及學科的發展。因此,本文乃從社會學的觀點探究教學相關議題,諸如:教學一詞所承載的意義與概念究竟為何?作為一個教育工作者,對於教學應有何種認識及素養?教學的社會學分析是指什麼?哪些社會學理論可以幫助我們探究、分析教學?在社會學的視域下,教學研究的核心議題為何?希望藉由探討過去有關的論述及研究,勾勒出教學社會學的研究範疇。 |
英文摘要 | The main purpose of this article is to explore the domain of sociology of teaching. First of all, it is essential to define the concepts and implications of teaching since the term in Chinese characters does not merely indicate teaching but also imply the reciprocity of teaching and learning. Second, it is to argue that the sociological perspectives of teaching are most important intellect mind of educators. Any concepts and varied theories from sociology could be transformed to the ideas or perceptions that enable educators understand their own experiences and relate to larger social structures. After review of related analyses and discussions, the attempt is to construct the research domain of sociology of teaching. |
本系統中英文摘要資訊取自各篇刊載內容。