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題名 | Rethinking Pedagogic Practice: Looking for More Promising Horizons=教學實踐的再思--指望更佳的教學境界 |
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作者 | 甄曉蘭; |
期刊 | 嘉義師院學報 |
出版日期 | 19941100 |
卷期 | 8 1994.11[民83.11] |
頁次 | 頁209-230 |
分類號 | 521.4 |
語文 | eng |
關鍵詞 | 教學; |
中文摘要 | 「教學實踐」(pedagogic practice)因涉及教育性的人際互動,特顯錯綜複雜。受到當前認識論(espistemology)爭議的影響,揭露教育實務背後的潛在意識形態與權力關係,乃成為為改進教學實踐不可或缺的一環。在教育界〝pedagogy〞一詞,常被說成所謂的「教育學」或「教學法」,此二說法都未能將〝pedagogy〞的本質及原意傳達得清礎。為了從較有利的角度掌握對〝pedagogy〞本質的了解,本文藉著學理的再思(theoretically rethinking),從教學取向(pedagogic orientations)的角度,探析不同的學認知觀點,諸如:有效性教學(pedagogy of effectiveness)、周全性教學(pedagogy of thoughtfulness)、及機會性教學(pedagogy of possibility)等。因著擴展教學方面的眼界可望帶來較好的教育契機,本文亦提出了具體實用的建議,以倡導「對話式教學」(dialogic pedagogy)的實施,貫徹「人性化」教育(humanizing education )的理念。 |
英文摘要 | Involving instructive human interations, the world of pedagogic practice is a complex one. Under the influence of the recent debates in epistemology, it becomes essential, in improving pedagogic practice, to uncover the hidden ideologies and power relations that drive educational praxis. Though "pedagogy" is often talked about in education field, it is actually a fuzzy term. In order to grasp the nature of our understanding of pedagogy from a different vantage point, this paper presents an alternative way of analyzing different perspectives on pedagogy through theoretically rethinking pedagogic orientations, i.e., pedagogy of effectiveness, pdeagogy of thoughtfulness, and pedagogy of possibility. Seeing the promises of expanding pedagogical horizons, this paper also addresses some practical suggestions/concerns to encourage the implementation of a dialogic pedagogy which may help embrace a humanizing education. |
本系統之摘要資訊系依該期刊論文摘要之資訊為主。