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題名 | 「建構式教學法」之教學觀--由根本建構主義的觀點來看 |
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作者 | 甯自強; | 書刊名 | 國教學報 |
卷期 | 5 1993.06[民82.06] |
頁次 | 頁33-41 |
分類號 | 521.4 |
關鍵詞 | 建構主義; 建構式; 根本; 教學; 教學法; |
語文 | 中文(Chinese) |
中文摘要 | 本文首先主張教學法不能僅強調學習觀,教學目的、教學過程、教學情境及教學內容重點範圖等,都是主張特定教學法時,必需特別說明的。作者認為,活動先於經驗,從而知識得以建構,數學的教學目的在於使兒童建構解題活動類型,有效的活動不一定有效率,也不一定是約定成俗的。在教學的過程方面,透過嘗試與辯證,教學者與學習者針對對方進行的活動捕提對方的意圖,直至雙方解除因為交流活動所產生的壓力為止。壓力的解除不但受限於問題是否因著活動而解決,也受著與會的雙方的情意表現的影響,從而教學歷程是交互辯證的。教學者是佈題者,透過現象學的、心理學的、社會學的以及人類學的數學問題的提出,教師期望能促使兒童建構不僅有效,而且能與傳統典範競爭效率的抽象解題運思。教學的情境是兒童自行建構的,在兒童對信號系統尚未具有約定成俗的經驗之前,最佳的溝通方式應是活動的演示。因為兒童必讀以其原有的知識對教學者的備加以闡釋,賦予教學者的活動的意義。是以教學時被使用的用品的意義也是由學習者自行建構而成而與教學者的原有意圖最多只是相容的。教學內容的重點範圍在於學習者的可能建構區,作者認為學習者透過已經習得的活動類型把他們的問題環境視為必然後,便可以以這些必然為素材,供給進一步的活動加以操作,而使環境產生新的可能性,從而再進一步的將可能性加以類型化成為下一階段的必然性。而學習者的可能建構區之間的結構,應當是以類似學科的『發生邏輯』而非學科的『組織邏輯』的方式組織的。 |
英文摘要 | Meanings of "constructivistic teaching methods" on four areas: namely, goals, instructional processes, teaching/learning enviornment, and focuses of instruction, are discussed from a radical constructivistic point of view. Because activities are prior to experience, goals of mathematics teaching are placed on children's construction of effective abstract problem-solving patterns. It is noted that an effective activity is not necessary efficient, nor compatible with consensus. During instructional processes, teachers and children try to grasp attempts of each other until the pressure caused by their communication has been released. The relief of pressure depends not only on if given problems were solved, but on the attitudes of both party. The essence of instructional process is dialectical. Teachers are problem posers who orient their children toward constructing effective activity patterns that are competable with those traditional methods through phenomenological, psychological, sociological and and antropological problems. Teaching/learning enviornment are spontaneous constructions of children. When children have not yet attached consensus meanings toward signal systems used in public, demonstrations of activities should be the best means of communication. Since children need to interpret an instructor's attempts through her activity, meanings of elements within teaching/learning enviornment are at most compatible among the instructor and children. Teachers should focus their teaching activity on children's zones of potential construction. Learners use their activity patterns to organize their enviornment into necessity. They then use those necessity as givens for further operating which establishes new possibility, as candidates for the necessity of next level. The structure of zones of potential constuctions is likely organized similar to the genetic new possibility, as candidates for the necessity of next level. The structure of zones of potential constuctions is likely organized similar to the genetic development sequences of mathematics rather than its current academic structures. |
本系統之摘要資訊系依該期刊論文摘要之資訊為主。