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題 名 | 從謝富樂教育分析哲學之理性教學觀論「教學正常化」=Scheffler's Reason on Teaching and Its Implication to Teaching Normalization |
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作 者 | 劉清芬; | 書刊名 | 教育研究 |
卷 期 | 7 1999.07[民88.07] |
頁 次 | 頁287-300 |
分類號 | 520.14 |
關鍵詞 | 謝富樂; 理性教學觀; 教學正常化; Analysis philosophy; Reason; Teaching normalization; |
語 文 | 中文(Chinese) |
中文摘要 | 美國教育分析哲學大師謝富樂(Israle Scheffler)為最早提出「理性教學觀」 之先驅,謝氏堅信教學為一種目標取向的活動,且尊重學生獨力判斷的能力。界定教學時, 需分析意向性、合理性、理性等三準則。 本文採文獻調查及哲學分析方法,探討謝復樂對「教學」概念及其關活動之分析,最後從謝 氏對教學之分析檢視「教學正常化」並提出解析後對吾人之啟示如下: (一)行政方面:包含對教育目標的批判能力、親職教育等。 (二)教師方面:教師職前訓練、在職進修、掌握理性規準等。 (三)學生方面:專注努力、後設認知強化等。 (四)家長方面:偏差觀念的調整、功利價值觀念的摒除等。 (五)課程與教材教法方面:適切性、程序性及藝能科的重視等。 |
英文摘要 | Scheffler is the first theorist to propose reasonable teaching. Scheffler believes that teaching is a goal-oriented activity and respects the mental and judgement of learners. It is necessary for teaching to analyze intentionality, reasonableness and manner criterions. Two research methods of literature survey and philosophical analysis are used to deal with the study. The paper is to explore the analysis of teaching and its relative activities and to analyze teaching normalization. Moreover, there are many implications of Scheffler's teaching concept: 1.In admistration: critical ability to the purpose of education and parents education. 2.In teachers: teacher orientation training, inservace education and command of reasonable teaching. 3.In students: make efforts and improvement of metacognition. 4.In parents: adjustment of deviating ideas and dismissing of utilitarianism. 5.In curriculum and teaching method: fitness, procedure and the emphasis of subject in art. |
本系統中英文摘要資訊取自各篇刊載內容。