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題名 | 預習在外語教學上的功效--迦達瑪「前理解」理論應用及實證分析=The Effects of Preparation in Foreign Language Teaching--A Study on Pre-understanding |
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作者 | 彭雅卿; | 書刊名 | 靜宜語文論叢 |
卷期 | 3:1 2009.12[民98.12] |
頁次 | 頁217-236 |
分類號 | 521.598 |
關鍵詞 | 詮釋學; 前理解; Hans-Georg Gadamer; Hermeneutics; Pre-understanding; |
語文 | 中文(Chinese) |
中文摘要 | 為縮短 「教」與「學」出現理解不對稱的問題,本文先建立迦達瑪 (Gadamer)「前理解」的理論架構,次以德國寓言教學為例,驗證具有預習功效的「前理解」,對第二外語教學、學習,有產生正面效果的作用。 如眾所知, 「前理解」理論架構係結合迦達瑪「前理解」中「成見」、「權威」與「傳統」等三項元素,以及撒彼爾.渥夫假設 (Sapir-Whorf Hypothesis) 中「文化」的元素。本文根據此理論架構,提出兩項研究假設。驗證結果顯示,結合撒彼爾.渥夫假設後的迦達瑪「前理解」理論,對教師教學及學生學習都能產生正向的效果。 為便於分析,本文分為六個部分。第一部分為前言,第二部分為文獻回顧,第三部分為前理解理論架構,第四部分為教學設計,第五部分為驗證分析,第六部分為結論與建議。 |
英文摘要 | With a view to reducing the problems that may arise from information asymmetry between “teaching” and “learning”, this paper presents the use of the basic framework of Gadamer’s theory of “pre-understanding.” Using German fables, for instance, the application of the theory is shown to produce quality results in the teaching of a foreign language. The theory of Pre-understanding results from a combination of Sapir-Whorf Hypotheses with the basic framework of Gadamer’s view of Vorverständnis that includes elements of prejudice, authority, tradition, and culture. It functions positively and actively and enables the learner to get a good grasp of the critical issues related to the subject. An evaluation of these two hypotheses shows that the basic framework of Gadamer’s theory of pre-understanding can facilitate teachers a better instructional program, establish pedagogic activities, and raise the standard of teaching and learning if it is applied to the teaching of a foreign language. For the purpose of analysis, this paper is divided into six parts: Part 1: Introduction, Part 2: Literature review, Part 3: Establishing the basic framework of Gadamer’s theory of pre-understanding, Part 4: Teaching Design, Part 5: Evaluation of these hypotheses, and Part 6: Conclusion along with suggestions. |
本系統之摘要資訊系依該期刊論文摘要之資訊為主。