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題 名 | 二十世紀末俄羅斯教育理念革新的發展趨勢=Towards an Innovation of Education of Russia at the End of 20th Century |
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作 者 | 黃昌誠; | 書刊名 | 教育資料集刊 |
卷 期 | 36 2007.12[民96.12] |
頁 次 | 頁321-338 |
專 輯 | 教育變革與發展 |
分類號 | 520.948 |
關鍵詞 | 教育革新; 人文主義教育; 分化與個別化教學; 合作教育學; 活動教學理論; Educational innovation; Humanist education; Differentiated and individualized teaching; Cooperative pedagogy; Activity teaching theory; |
語 文 | 中文(Chinese) |
中文摘要 | 本文之研究主要目的在探討二十世紀末俄羅斯教育理念革新的發展趨勢,為達此目的,本文之研究採用文獻分析法與訪談法。本文之研究結果發現俄國教育理念的發展有人文主義教育、分化與個別化教學、合作教育學及活動的教學理論等四大發展趨勢。最後並提出結論及值得臺灣借鏡之處。本文之研究結論認為,俄羅斯教育理念的發展受到共產主義瓦解與全球人文主義思潮的影響。人文主義教育又細分為教育人文化、學校人文化、教養人文化及教學人文化等四個方向。分化與個別化教學之分組也須參考心理學家的意見。合作教育學以民主氣氛和人道態度為條件,在師生同心協力共同合作下,開展學生的近側發展區。此三方面的教育理念頗值臺灣借鏡。活動的教學理論是深具俄國馬克思主義唯物辯證特色的本土理論,發展本土理論應為臺灣亟待努力的方向。然活動理論的整體性與鉅觀的取向,只是眾多取向之一,其他取向,例如微觀取向的個別心理作用之研究,亦不可偏廢。 |
英文摘要 | The main purpose of this study is to investigate the tendency of innovation of educational thoughts in Russia at the end of 20th century. We adopt documentary analysis and interview, and find that the innovation of education takes four directions: humanistic education, differentiated and individualized teaching, cooperative pedagogy and activity teaching theory. Such innovation is the consequence of the dismantle of Communism and the challenge of a global humanism. Humanistic education is seen in the humanization of education, school, upbringing and teaching. Following this principle, teacher has to cooperate with psychologists for a more effective education. Cooperative pedagogy in a democratic atmosphere and with humanist attitude, can enhance the cooperation between teacher and students. Furthermore, the Marxist model of activity teaching theory, namely the macrocosmic model based on materialist dialectic, has been integrated into other approaches, the microscopic point-of-view of psychological function. Its value cannot be overlooked. The Russian innovation can be considered as an example for educational innovation in Taiwan. |
本系統中英文摘要資訊取自各篇刊載內容。