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題 名 | 共識域之本質與功能--以數學教室為例=The Nature and Functions of Consensual Domain--Take Mathematics Classroom as an Example |
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作 者 | 張淑怡; | 書刊名 | 國教學報 |
卷 期 | 16 2004.11[民93.11] |
頁 次 | 頁1-27 |
分類號 | 310.3 |
關鍵詞 | 共識域; 數學教室; 社會耦合; Consensual domain; Social coupling; Mathematics classroom; |
語 文 | 中文(Chinese) |
中文摘要 | 當針對共識域之本質與功能此一議題進行探究,發現現有數學教育理論,例如社會文化取向及意義浮現取向,仍有許多待解問題。本文整合認知生物學學者Maturana的社會耦合理論、符號互動論學者Cooley的有機觀,以及社會心理學者Argyle的均衡系統模型,對共識域之本質與功能提出下列解釋作為回應:(1)數學教室內的互動是一「暗示—選擇」的行為序列;(2)師生皆對數學教室系統共識域之成型與改變有所貢獻;(3)數學教室系統內的共識域並非獨立於觀察者之客觀實在;(4)師生個體對數學教室系統共識域的知覺會指引師生的個體行為;(5)觀察者描述數學教室共識域的耦合標準有狹義與廣義之分;(6)數學文化傳承的必然性應予重新解讀。 |
英文摘要 | A few unsolved problems still exist in current mathematics education theories, i.e. sociocultural perspective and emergent perspective, in the research of the nature and functions of consensual domain. This paper has proposed the following explanation for this topic based on Social Couplings by Maturana, a cognitive biology scholar, organic view by Cooley, a symbolic interactionist , and model of a system in equilibrium by Argyle, a social psychologist: (1) the interaction is an act sequence of “hint-choice”; (2) All the teacher and students in mathematics classroom have contributed to the formation and modification of consensual domain; (3) consensual domain in mathematics classroom is not an independent reality; (4) teacher and students’ perception to consensual domain in mathematics classroom shall guide their behavior; (5) The coupling standard of consensual domain is not fixed for all observers; (6) the effect of mathematics enculturation should be reinterpreted. |
本系統中英文摘要資訊取自各篇刊載內容。