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題名 | 建構論社會道德情境之研究--以美和附設托兒所之「彩虹班」為例=A Study of Constructivism Sociomoral Situation--An Example from the "Rainbow Class" in MHCDL |
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作者 | 李文正; Lee, Wen-cheng; |
期刊 | 美和技術學院學報 |
出版日期 | 20020900 |
卷期 | 21 2002.09[民91.09] |
頁次 | 頁1-17 |
分類號 | 523.2 |
語文 | chi |
關鍵詞 | 建構論; 社會道德; 情境; Constructivism; Sociomoral; Situation; |
中文摘要 | 本研究乃研究者對建構論社會道德情境之研究系列中之初步研究計畫。本研究的目的,乃在探討美和附設托兒所「彩虹班」一年來(民國八十九年九月至民國九十年八月止)所呈現的社會道德情境,並對照它與建構論者主張之社會道德情境之間的差異性,以及依據研究結果提出建議供個案教師及後續研究之參考。本研究採質化研究中之個案研究法,研究者以深度訪談為主,並以無結構非參與觀察和文件為輔,做為蒐集資料的途徑。經過八個月來的探究,研究結果發現:(1)「彩虹班」的教室結構有利於營造建構論之社會道德情境;(2)個案教師之教學理念一直受到其早期實務經驗的影響;(3)「彩虹班」的社會道德情境與建構論所主張者之間呈現許多異同處;(4)「彩虹班」之師生關係較傾向於「服從性道德」型的師生關係;(5)「彩虹班」的師生關係深深影響孩子們人際關係的發展,導致孩子們鮮有機會去建構對他們自己有意義的社會關係;(6)由於特殊兒的關係,「彩虹班」孩子們社會互動的進展階段呈現既延續又重疊的現象。 |
英文摘要 | This research is the primary study in a series of programs of studying constructivist sociomoral situation. The purposes of this research are: (1) to discuss the sociomoral situation presented from the "Rainbow Class" in MHCDL within one year (from Sep. 2000 to Aug. 2001); (2) to compare two different sociomoral situations between what the "Rainbow Class" presents and what the constructivist suggests; and (3) to provide, according to results, the suggestions for teachers of "Rainbow Class" to promote the teaching skills and the continuing studies. Taking the qualitative methods with case study in research, this study uses the depth-interview, the unstructured and non-participant observation, and paper analysis for collecting the data. After eight months, the results indicate that: (1)the organization of "Rainbow Class" is beneficial to construct the constructivist sociomoral situation; (2) the teacher's teaching methods are influenced by the early experiences for the past nine years; (3) there are many differences and similarities in sociomoral situation between what "Rainbow Class" presents and what the constructivist suggests; (4) the teachers-child relationship of "Rainbow Class" tends to be more coercive than cooperative; (5) because of the teacher-child relationship, the children in the "Rainbow Class" rarely have the opportunities to construct their own social interactions; and (6) due to the special ness of child, in "Rainbow Class", the children's levels of enacted interpersonal understanding present the continuous and conserving characteristics. |
本系統之摘要資訊系依該期刊論文摘要之資訊為主。