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題 名 | 波普爾的問題解決歷程:兼論其對大學教學之啟示=Karl Popper's Viewpoint of Problem-Solving Process and Its Implications on University Teaching |
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作 者 | 張耀宗; 張耀宗; | 書刊名 | 樹德科技大學學報 |
卷 期 | 20:2 2018.07[民107.07] |
頁 次 | 頁75-88 |
分類號 | 521.422 |
關鍵詞 | 波普爾; 問題解決歷程; 教學; Karl Popper; Problem-solving process; Teaching; |
語 文 | 中文(Chinese) |
中文摘要 | 本文主要目的在於透過波普爾的問題解決觀點,來對問題解決教學提供啟示。對於問題的分析,波普爾大致分成科學與政治社會問題兩類,前者允許大膽臆測和細心求證,至於後者則須小心為之,先找出痛苦所在,逐步減輕痛苦。問題解決歷程在於對問題提出暫時的解決,接著便是錯誤排除,也就是嘗試錯誤。按照「情境邏輯」的看法,教學要有效果是需要針對情境脈絡的不同,而施以對應的教學策略。 |
英文摘要 | The aim of this article was to offer some suggestions from Karl Popper's viewpoints of problem-solving. About analysis of problem, Popper clarified both scientific and politicalsocial problem. It allowed bold conjecture and careful confirmation to scientific problem. It must find sufferings and relieve them carefully to political-social problem. For problem-solving process, it made a tentative solution and eliminated mistakes. In a word, that was a trial-error process. From Popper's logic of situation, it was better to use different teaching strategies for different situation. |
本系統中英文摘要資訊取自各篇刊載內容。