查詢結果分析
來源資料
相關文獻
- 談教育知識結構及其對教育學的省思
- 談斯普朗格文化教育學的功能及其應用
- 諾爾斯成人教育學模型在國中補校教學上的適用性--以公民科為例
- Broadening the Concepts of Moore's Transactional Distance Theory in the Light of Relevant Adult Education Theories and the New Telecommunications Technologies
- 教育學程的類型與其教學效能之分析研究
- 運動教育學之理念與作法
- 教育學程學生的任教承諾: 以三所大學為例
- 美國、中共與我海軍指參學院教育學制、課程設計之比較
- 臺灣地區特殊教育學校教育資源分配公平性之研究
- 特殊教育學校建立學習型組織之策略
頁籤選單縮合
題 名 | 談教育知識結構及其對教育學的省思=The Structure of Educational Knowledge and Its Reconsideration on Pedagogy |
---|---|
作 者 | 許殷宏; | 書刊名 | 初等教育學刊 |
卷 期 | 6 1997.12[民86.12] |
頁 次 | 頁127-142 |
分類號 | 520.11 |
關鍵詞 | 教育知識結構; 教育學; |
語 文 | 中文(Chinese) |
中文摘要 | 在十九世紀末實證主義及實驗心理學的影響下,教育成為一門應用科學的呼聲甚囂塵上,也使得教育學本身的獨特學術造型受到質疑。本文主要目的希望藉由教育知識結構的分析,為教育學本身的學科性質提供進一步探究的基礎。首先從對知識形式劃分的歷史進程開始,闡述從柏拉圖 (Plato) 、亞理斯多德 (Aristot1e) 到哈伯瑪斯 (Habermas) 以來對知識形式的區分,透過對知識形式認知的歷史經驗,作為進一步探討教育獨特知識結構的基礎。接著論述教育知識形式及功能之劃分,包括徐華 (Schwab)、舒曼 (Shulman) 等人所提出的重要分類概念。在綜合各家學說之後,強調教育知識應藉由實踐者的主體智慧判斷,進行理論與實際之間的辯證對話,以結合理論與實際。最後,分析當前教育學發展所面臨的困境,並提出教育學的內容及研究領域,包括馬拉黑德 (Mialaret) 、歐立佛哈 (Olivera) 等人,強調教育學本身具有獨特的研究領域,非僅是其他學科的彙集。而教育的科際整合研究,應採動態發展的多層面知識理念,達到各學科之間的視野交融,以期對教育作更為週全的認識。 |
英文摘要 | Under the influence of Positivism and experimental psychology in the end of nineteen century, demands for making education converted into a branch of applied sciences are more and more urgent; in addition, it also induces doubts as to the unique academic pattern of pedagogy. This article aims at providing with foundations of further probes for the academic quality of pedagogy through analyses of the educational knowledge structure. First, starting with progress in history of dividing knowledge patterns, it clarifies the division of them made from Plato, Aristotle to J. Habermas, and based on historical experience of recognizing knowledge patterns, it further discusses the distinctive knowledge structure of education. Next, it explicates disinctions of education, and functions of education, comprising crucial classification concepts submitted by J.J. Schwab, L.S. Shulman and others. After synthesizing theories of each school, they emphasize that educational knowledge should be judged by the practitioner's subjective wisdom, to do the dialectic discourse between theories and practices, to connect the theories and practices. At last, it analyzes obstacles that present development of pedagogy faces and comes up with contents and study areas of pedagogy, consisting of G. Mialaret, C.E. Olivera and others, giving more emphases to the unequalled study areas of pedagogy than to only a collection of other subjects. |
本系統中英文摘要資訊取自各篇刊載內容。