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題名 | 德里達的解構文本觀及其在數學教學上的應用=Derrida's Deconstruction Text and Its Application on Mathematics Instruction |
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作者 | 陳淑娟; Chen, Su-Jane; |
期刊 | 科學教育研究與發展季刊 |
出版日期 | 20070300 |
卷期 | 46 2007.03[民96.03] |
頁次 | 頁120-142 |
分類號 | 310.3 |
語文 | chi |
關鍵詞 | 德里達; 解構文本觀; 數學教學; Derrida; Deconstruction text; Mathematics instruction; |
中文摘要 | 本文旨在探討德里達的解構文本觀,並分析其與高達美新解釋學文本觀的差異處,進而以解構文本的四種策略:(一)延異(difference)(二)播撒(dissemination)(三)蹤跡(trace)(四)替補(supplement)為論述核心,歸納出德里達解構文本觀的重要論點有三:一為以時間和空間上的延擱和差異,來說明文本意義的不確定性。二、每個文本都有意義的缺口,文本的意義都是暫時性的替代,原文的閱讀即是誤讀。三、文本的閱讀即是讀者的新創作,是讀者與文本的直接接觸,從文本的符號蹤跡中,解離原有的構造再重新組合的新創造活動。最後提出德里達的解構文本觀帶給現今數學教育的啟示,有下列四方面:一、重視兒童對概念意義延異的解讀,運用多元表徵,協助學生掌握概念意義。二、善用提問創造開放無支配的對話場域,促發兒童思考,縮短概念意義的缺口。三、運用「播撒」解離單一意義的宰制,鼓勵兒童拆解固有原則,創造新的連結和概念組合。四、解構數學教科書的唯一權威,聯結多重文本類型豐富學生的數學概念。 |
英文摘要 | The purpose of this research is to elaborate Derrida's Deconstruction Text, and also to analyze its variations between Gadamer's hermeneutics Text. Proceeding to next step, the researcher tries to use difference, dissemination, trace, and supplement which are four strategies of Derrida's Deconstruction Text to generalize Derrida's important contentions. Followings are three main contentions of Derrida's Deconstruction Text: 1. The procrastination of time and space explains the uncertainty of the text. 2. Every text has chasms on its meaning, and text meaning is temporarily substituted; therefore, the original perusal is considered misread. 3. Perusing text is readers' recreating process and it allows readers contact text directly. It is also a stage for readers to deconstruct the original structure and reassemble it by using symbols of text. At last, the researcher brings up the revelation of Derrida's Deconstruction Text on mathematics instruction. There are four aspects: 1. Value children's different decipherment on concept meanings. Use diverse meanings to assist children obtain concept meanings. 2. Use questions to create a non-dominant dialogue field and prompt children to think in order to curtail chasms of concept meanings. 3. Use dissemination to deconstruct the control of simplex meaning and encourage children to deconstruct original principals in order innovative connection and concept combination. 4. Mathematics textbook is not the only authority and to join multiple texts to enrich students' mathematics concept. |
本系統之摘要資訊系依該期刊論文摘要之資訊為主。