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題名 | Lyotard的後現代知識論述應用於教師知識分析的可行模式之建構=The Model Based on the Lyotard Discourses of Postmodern Knowledge for the Analysis of Teacher Knowledge |
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作者 | 尤淑慧; 郭丁熒; Yu, Shu-hui; Guo, Ding-ying; |
期刊 | 初等教育學報 |
出版日期 | 20030600 |
卷期 | 16 2003.06[民92.06] |
頁次 | 頁67-109 |
分類號 | 522.2 |
語文 | chi |
關鍵詞 | 後現代; 師生言談互動; 教師知識; Postmodern; Lyotard; Teacher knowledge; Classroom discussion and interaction; |
中文摘要 | 本文研究旨在探討Lyotard的後現代知識論述應用在教師知識分析之可行模式。經採文獻探討,本研究建構提出「Lyotard的後現代知識論述應用在教師知識分析之可行模式」,其要點如下: 1. Lyotard後現代知識論述與九年一貫課程理念皆關注「主體性」,故可以Lyotard的後現代知識論作為分析教師後現代知識觀之參考架構。 2. Lyotard「語言遊戲」中的暫時性契約、悖理邏輯的追尋、公正的遊戲觀,是分析教師知識觀的核心理念。 3. 「互為主體」的師生言談互動教學情境,是分析教師知識觀的脈絡所在。此「師生言談互動」的教學情境包括教師佈題、學生回應、教師回饋、師生間相互質疑辯證、共識與結論等教學歷程。 4. 教學專業知識、學習者知識、情境脈絡知識、與教師自我知識,是分析教師知識觀的基本架構。 |
英文摘要 | The purpose of this study was to construct a model based on the Lyotard discourses of postmodern knowledge for the analysis of teacher knowledge. By literature study, a model based on four findings is proposed in this study. The four findings are: 1. Both the Lyotard discourses of postmodern knowledge and the claim of Nine-Year Comprehensive Curriculum focus on the “subjectivity”. 2. Three important concepts of Lyotard's discouses of postmodern knowledge are found: temporary contract, paralogy, and justice game. These concepts become the key points of the model in this study. 3. The context for the analysis of the postmodern knowledge of a teacher is the discussion and interaction between teacher and students during teaching process which includes five dynamic cyclic stages, problems proposed by teacher, reponses of students, feed back from teacher for the responses, arguments/debate, and consensus/conclusion among members in classroom. 4. Four kinds of teacher's knowledge, that are the knowledge of pedagogy, he knowledge of learner, the knowledge of oneself, and the knowledge of context, are classified in this study. |
本系統之摘要資訊系依該期刊論文摘要之資訊為主。