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題 名 | 認識階層模式與小學自然科教學的幾個迷思 |
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作 者 | 吳璧純; | 書刊名 | 國教學報 |
卷 期 | 6 1994.06[民83.06] |
頁 次 | 頁51-68 |
分類號 | 523.36 |
關鍵詞 | 小學自然科; 教學; 階層; 模式; |
語 文 | 中文(Chinese) |
中文摘要 | 本文的目的有二。首先是想簡介M.H.Bickhard的認識階層模式 (knowing-level model)。這個模式因為避免了皮亞傑理論中結構論所造成的困難, 是當今認知發展理論中較具前瞻性的一個。它不但在認知理論上有它的優越性, 在教學上也有相當豐富的涵義。本文的第二個目的,就是想一方面檢討當今小學 自然科教材發展與自然科教學時,有關專家與老師可能有的幾個迷思,另一方面 以認識階層模式所意含的教師應如何幫助學生學習的觀點,提出改進的建議。 根據認識階層模式,知識的發展歷程是問題解決的歷程,教師則是學生問題解決 的促進者,他可以在以下五方面促進學生的問題解決:1)安排與學生有關的問題情 境,讓學生知道活動目的,2)直接提供學生可理解的解答,3)做問題目標的解析, 4)提供知識層次的選擇壓力,以及5)提供良性的社會層次的選擇壓力。 我國國小自然科的教學,從六○年代以後便有長足的進步,但是對於學生知識如 何成長,無論是教師或課程發展的有關專家經常不自覺地帶有經驗主義的知識 觀。在這樣的知識觀下容易持有以下五種迷思,1)在教學時不應該交代活動目 的,而是應該讓學生從活動中,自己去導出目的;.2)直觀教學可以使學生學得物 體的客觀外表待徵;3)為了避免學生死背知識,教材中儘量不要呈現概念名詞及解 說;4 老師為了避免灌輸式教學,不要主動教給學生概念名詞;5)小學階段的教學 在於喚起學生的學習興趣,所以只要注重過程。不要注重結果。 這些植基於經驗主義知識論的迷思,無論從知識論的理論或是教學的成效來探討 都可以發現它們的缺失,認識階層模式以知識互動發展以及教師是問題解決的促 進者的角度,對於這幾個迷思所關連的問題,提出改善建議。 |
英文摘要 | There are two purposes in this article. The first one is to introduce M. H. Bickhard'sknowing-level model ( 1978 ) . This model is not only more valid In a theoretical sense,but also has deep Implications on instruction. The second purpose of this article Is thus to discuss some myths of the elementary science instruction and to propose some suggestionsbased on the Instructional implications derived from the knowing-level model. In the theoretical sense, the knowing-level model Is able to avoid the difficulties thatcaused by Plagetlan structuralism, and provides a new approach toward the nature ofhuman beings' cognition. Within the model of knowing-level, the process of knowing Is theprocess of solving problem. The underlying processes of solving problem are variation andselection. As to the instructional application, the knowing-level model take a teacher as afacUitator to the problem solver ( student ) . As a problem-solver's facilltator, a teachercan help students with 1 ) providing relevant learning context so that students can see thegoal of the problem, 2 ) providing solutlon(s) of the problem, which can be understood bystudents, 3 ) decomposing a complicated goal Into easier ones, 4 ) providing epistemicselection pressure, and 5 ) providing reasonable social selection pressure, Although Talwanese elementary science curriculum has made a great Improvementsince 1970, the assumption about how students grow their knowledge In elementaryscience instruction is still dominated by the empiricism. Under this epistemological view,experts involving in curriculum development and design, and science teachers InvolvingInstruction tend to have the following five myths of the elementary science Instruction.First, no activity goal should be revealed by teachers or textbook. Students are supposedto derive the goal by themselves. Second, sensual observation and experience facilitatestudents to learn the basic and objective features of objects or organism. Third, in order toavoid students' rote learning, concept terms are not encouraged to appear In textbooks.Fourth, in order to avoid the fact that teacher transmit knowledge to students, teachersshould not provide concept terms to students. Finally, the main goal of the elementaryscience instruction Is to evoke students' Interest in science; therefore, during Instructionthe goal of helping students obtain concepts should not be over-emphasized. The above five myths are neither compatible with most current theory of cognitivedevelopment, nor do they show great instructional effects. Based on the concept thatInstruction is based on an Interactive process between students' and teachers' knowledge,and the concept that teacher is a problem-solver's facilitator, the knowing-level modelmakes some suggestions regarding the questions raised by the five myths. |
本系統中英文摘要資訊取自各篇刊載內容。