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題 名 | 邁向開放的社會--對話教學法的實踐=Towards an Open Society: The Practice of the Dialogic Pedagogy |
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作 者 | 陳美玉; | 書刊名 | 通識教育季刊 |
卷 期 | 4:4 民86.12 |
頁 次 | 頁115-130 |
分類號 | 521.4 |
關鍵詞 | 對話教學; 差異性; 合作反省; 多元文化; Dialogic pedagogy; Diversity; Collaborative reflection; Mutiple culture; |
語 文 | 中文(Chinese) |
中文摘要 | 開放的社會是由開放而具變通能力的個人所組成。然而人類開放的 心態與理性的開展,卻不是自然天成的特質,必須長期處在包容多元、尊重差異的學習環境 中,逐漸習得。我國當前層出不窮的社會問題之浮現,皆反應了傳統壓迫式教學法功能的嚴 重失調,此時正迫切需要一種養成開放而多元個人的教學法,取代傳統一元化的教學。對話 教學法因為主張學習者在建構知識上的主體性,認為學習過程應由全體學習者共同參與,在 人際與自我對話的互動中,創造差異,適應改變,更新自我知識,故是最能滿足民主社會需 求的教學方法。研究也證明,對話性的學習對於個人認知、道德與理性的發展,都具極積極 的意義,是民主開放社會的發展過程,一種無可取代的教學型態。雖然教室內階層性權威對 於對話活動的進行。會造成極大的威脅,但是教師仍需要善用合理性權威,引導成長方向、 支持普遍參與,適度干涉對話時間、內容與機會等,促成對話的順利進行。最後,針對對話 教學的實施,本文乃提出六種可行途徑,包括提供無威脅的對話情境、營造資源豐富的教室 、啟發對話性的互動、鼓勵集體的合作反省、透過差異的多元文化創造對話意識以及支持學 生導向的對話探究等,作為我國邁向開放社會教學的參考。 |
英文摘要 | An open society is composed of the open-minded and changeable persons. nevertheless, the open-minded and reason are not human beings' natural features. They are developed gradually in the environment of multiplicity and diversity. Nowadays, our country emerges too many complex social problems. It reflects the traditional pedagogy is ineffective, we need a new pedagogy to subtitude the old one, in order to cultivate the open-minded members. Dialogic pedagogy is a conversational teaching approach in which teachers and students engage in purposeful discourse to create diversities and changes. Many studies demonstrated dialogue improved the cognition, morality, and reason of persons also. Therefore, dialogic pedagogy is an useful teaching approach in democratic society. Although, the hierarchical authority in classrooms will limit the dialogic action, teachers can't avoid to adopt the legislative authority to lead the learning direction, common participation, and to intervene dialogic time, contents as well as opportunities etc. For dialogic pedagogy proceeding successfully in classrooms, this paper suggested six feasible approaches to lead the development of an open society. |
本系統中英文摘要資訊取自各篇刊載內容。