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頁籤選單縮合
題 名 | Self-Realization of Language Teacher and Learner on the Basis of Learner Autonomy=從學習者自治理論探討語言教師及學習者的自我認識 |
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作 者 | 楊碧藍; | 書刊名 | 國立高雄海院學報 |
卷 期 | 17 2002.12[民91.12] |
頁 次 | 頁139-160 |
分類號 | 800.33 |
關鍵詞 | 自我認識; 學習者自治; Self-realization; Learner autonomy; |
語 文 | 英文(English) |
中文摘要 | 進代教育思想變革中,把學習者視為學者過程裡的主要角色。因此,語言教育亦不例外地重視學習者在學習過程裡的角色功能,根據學習者自治理論,學習者才是建構學問知識的主要角色,並非老帥。因此,語言教師及學習者皆必須正確地瞭解,在語言學習過程中,該做什麼和如何互動。首先,本文試圖回顧長時間以來,教育思想變革的情形,再就年齡對一般及語言教育產生的影響,作一討論。最後,本文將採索現在語言教師和學習者,拒絕或接受學習者自治理論的諸多原因,希望藉由剖析可能的原因,語言教師及學習者能達成自我認識,進而實踐學習者自治的精神。 |
英文摘要 | Since the modern innovation of general education focuses on learner autonomy, language education accordingly follows its approach and theory, and emphasizes the function of the learner's role in a learning process. Depending on the constructive view of learning, the learner has the major role in constructing knowledge, instead of the teacher. Both language teacher and learner also need to exactly realize what they should do and how to respond in the process of learning and teaching. This paper first tries to take a look at the change in psychological thinking of education over time, then to discuss about the influence of age on general and language education, and finally to explore the potential reasons for teachers' and learners' rejection or acceptance for learner autonomy. Hopefully, both language teacher and learner reach a self-realization on the basis of learner autonomy. |
本系統中英文摘要資訊取自各篇刊載內容。