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題 名 | 潛在課程研究與批判意識的實踐=Hidden Curriculum Research and the Practice of Critical Consciousness |
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作 者 | 黃柏叡; | 書刊名 | 初等教育學報 |
卷 期 | 16 2003.06[民92.06] |
頁 次 | 頁143-160 |
分類號 | 521.7 |
關鍵詞 | 潛在課程; 批判意識; 沈默文化; Hidden curriculum; Critical consciousness; Culture of silence; |
語 文 | 中文(Chinese) |
中文摘要 | 本文試圖說明,從批判取向的觀點來研究潛在課程,應可提供一較為完整的觀點來省察學校教育與教室生活。而由此角度出發,學校與教室中的潛在課程,呈現出一封閉的學習狀態,就如同一種沉默的文化。這種封閉學習情境的沉默文化,一方面揭露了潛在課程中結構性的宰制與個人的受到壓迫,但另一方面卻可藉此辯證關係,發展出處在其中之個人的反省與批判意識,並轉化學校與教室成為更公平開放的學習環境。 批判意識的具體實踐,不僅能夠拒斥學校與教室中的官方再現與壓迫結構,同時,更能揭露出存在於學校與教室中社會關係之矛盾本質與潛在課程。學校或教室中的個人,包括學生或老師,皆是促進整個教育過程的共同參與者,都可藉由意識的喚醒,萌生個人的批判意識,質疑既定的生活世界與經驗,揭露出存在於學校與教室中社會關係之矛盾本質,並使得身處在教育現場的教師與教育相關人員能夠具體加以實踐批判意識,轉化個人所身處的社會。 |
英文摘要 | From the viewpoint of critical approach, the studies of hidden curriculum have emerged a more comprehensive understanding of the schooling and classroom life. The hidden curriculum in schooling and classroom presents a closed setting of learning. As a culture of silence, this closed setting of learning declares the dominating structure and individual oppression on the one hand, and on the other hand, with the dialectic relation, it also inspirits the reflection and critical consciousness, and transforms into a fairer and opener learning situation. The implementation of critical consciousness not only rejects the official representation and oppressive structure in schooling and classroom, but also reveals the contradictory essence and hidden curriculum in both of them. As the partners within education process, individuals in schools, with the rise of critical consciousness, should question, disclose, and transform the present life-world and experience. |
本系統中英文摘要資訊取自各篇刊載內容。