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題名 | 敘事課程的建構與實施--以數學為例=To Construct and to Implement a Narrative Curriculum--A Case of Mathematics |
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作者 | 曾肇文; | 書刊名 | 新竹縣教育研究集刊 |
卷期 | 7 2007.12[民96.12] |
頁次 | 頁111+113+115-145 |
分類號 | 523.32 |
關鍵詞 | 故事; 敘事探究; 敘事課程; 數學敘事課程; Mathematical narrative curriculum; Narrative curriculum; Narrative inquiries; Story; |
語文 | 中文(Chinese) |
中文摘要 | 我們每個人都需要故事,透過聽與說故事的歷程,可以讓個人意義化他的世界,也能從中獲得自我的定位。故事是敘事探究的核心,它可引發學生的好奇心並提升內在學習動機,本文將敘事當作一種研究內容來處理,並把敘事運用於數學教學;換言之,即將數學課程或教學內容編排成一個故事,讓學生經歷這個故事時,就完成了課程的探究過程。在本文筆者試著以Egan的敘事課程建構模式為參考架構,而建構一個數學敘事課程並加以實施,以作為實務工作者的一個參考。研究發現這種課程可提升學生學習數學的興趣,也可以作為進一步寫作教學、價值澄清、道德重整之用,以發揮課程統整的功能,但仍有些關於數學教學、現實考量等問題有待克服。 |
英文摘要 | Every one needs story, includes students and teachers. Story let us get relations with others, get positions in the context of time and space, get meanings of us. The center of narrative inquiries is story that has the essential of acknowledging inquiries and can develop the functions of education, epistemology, and transformation. The narrative can provoke student's curiosity and promote intrinsic motivation in instructional activities. The meanings of narrative inquires are to regard narrative (storytelling) as the contents of inquires. In order to combine narrative curriculum and math, we can design the curriculum into the form of a story a interesting of learning math and develop the function of curriculum integrated, but stilly have some difficulties to overcome that involve with mathematical teaching and the concerned with practicality. |
本系統之摘要資訊系依該期刊論文摘要之資訊為主。