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題名 | 邊納爾規範教育學之探究=Inquiry into Dieterich Benner's Normative Pedagogy |
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作者 | 梁福鎮; Liang, Frank; |
期刊 | 歐美研究 |
出版日期 | 20101200 |
卷期 | 40:4 2010.12[民99.12] |
頁次 | 頁947-983 |
分類號 | 520.14 |
語文 | chi |
關鍵詞 | 邊納爾; 規範教育學; 教育詮釋學; Dietrich Benner; Normative pedagogy; Educational hermeneutics; |
中文摘要 | 本研究採用教育詮釋學的方法,進行邊納爾規範教育學的探究。首先分析邊納爾規範教育學的思想淵源,接著探討邊納爾規範教育學的主要內涵,然後評價邊納爾規範教育學的優劣得失,最後闡述邊納爾規範教育學的重要啟示。邊納爾的規範教育學具有指出教育學體系的內涵、劃定教育學演變的時期、說明教育學的研究方法、闡明理論、實踐與經驗的關係等優點,但是也存在著窄化教育學的體系內涵和誤解教育學的學術性質等問題。由於邊納爾的規範教育學涉及許多重要教育問題的探討,可以提供我國作為建立教育理論與改善教育實際的參考。 |
英文摘要 | This study adapts method of educational hermeneutics to discuss Dietrich Benner’s normative pedagogy. It has the following aims: (1) to discuss the origin of Benner’s normative pedagogy; (2) to explain the main contents of Benner’s normative pedagogy; (3) to evaluate the advantages and disadvantages of Benner’s normative pedagogy; (4) to advance important implications of Benner’s normative pedagogy. Benner’s normative pedagogy has many advantages. It points out the contents of pedagogical system, delimits the stage of pedagogical de-velopment, explains the research methods of pedagogy, clarify the re-lationship among theory, practice and experience. But it has also many disadvantages, such as restricting the contents of the pedagogical sys-tem and misunderstands the academic character of pedagogy. Because Benner’s normative pedagogy discusses many important educational problems, it can be used as reference for the establishment of educa-tional theory and improvement of educational practices in our country. |
本系統之摘要資訊系依該期刊論文摘要之資訊為主。