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題名 | 普遍語用學在教師專業發展的應用--一個分析教師專業發展的概念架構=An Application of Universal Pragmatics on Teachers' Professional Development: A Conceptual Framework for Analyzing Teachers' Professional Development |
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作者 | 林冠群; 葉明達; Lin, Guan-chyun; Ye, Ming-da; |
期刊 | 科學教育研究與發展季刊 |
出版日期 | 20020900 |
卷期 | 28 2002.09[民91.09] |
頁次 | 頁59-74 |
分類號 | 522.2 |
語文 | chi |
關鍵詞 | 教師專業發展; 普遍語用學; 溝通理性; Teachers' professional development; Universal pragmatics; Communicative rationality; |
中文摘要 | 任何教育改革必須配合教師專業發展,否則不會成功。過去,教師專業發展工作的論述,大都在「認知工具理性」下進行探討,焦點放在手段與目的之間的關係,或事實的客觀驗證過程。本文透過「溝通理性」的角度提供另外一個分析教師專業發展的概念架構,把探討焦點放在教師發展工作者和教師的溝通關係上,這對師資培育管道多元化後,教師可能來自不同的師資培育架構的今日,更形重要。應用哈伯瑪斯的「基遍語用學」,可以讓教師發展工作者提出理由去支持他的工作目標,因為透過理性溝通的過程,不僅教師發展工作者在價值的追求中,可以找到理性的基礎,教師也在建構對自己之需要的詮釋中,引發其存在的轉化,促進其專業不斷地發展。當然,我們是在現存的組織脈絡中實踐「理想言談情境」,這又創造了新的組織脈絡。所以,普遍語用學在教師專業發展中提供了一個分析教師專業發展的概念架構,而這個分析架願也是實踐架構,透過此架構教師專業發展得以完成。 |
英文摘要 | Any educational reform without being tied in with teachers' professional development will fail. In the past, the statement of teachers' professional development which was probed almost form the perspective of "cognitive instrument rationality" was concentrated on the relationship between means and aim or on the objective process verifying the fact. This article provides another conceptual framework for analyzing teachers' professional development from the perspective of "communicative rationality". The provided framework had focus on the connection between teacher educators and teachers, which is more important in the diversification age of education than ever because teacher possibly comes from various teachers education channels. If teacher educators applied Habermas' universal pragmatics in the teachers' professional development process, they can bring up the reason to support the target of their works, since through rational communicative process not only teacher educators can find the foundation for rationality in pursuing the value, but also teachers can be converted into new beings and develop their profession continuously in constructing the interpretation of their own needs. We practice the "ideal speech situation", certainly in the existing organization context, and thus create a new organization context. In the process of teachers' professional development, therefore, universal pragmatics provides a conceptual framework for analyzing teachers' professional development, and this analyzing conceptual framework is also a practicing framework through which teachers' professional development can be achieved. |
本系統之摘要資訊系依該期刊論文摘要之資訊為主。