頁籤選單縮合
題 名 | Vygotsky社會文化歷史理論:搜集和分析教室社會溝通活動的對話及其脈絡探究概念發展=Vygotsky's Sociocultural History Theory: Collecting and Analyzing Speech and Social Context in Classroom Communication Activities in Exploring Conceptual Development |
---|---|
作 者 | 游麗卿; | 書刊名 | 國教學報 |
卷 期 | 11 1999.11[民88.11] |
頁 次 | 頁230-258 |
分類號 | 521.18 |
關鍵詞 | 社會文化歷史理論; 教室社會溝通活動; Vygotsky; Sociocultural history; |
語 文 | 中文(Chinese) |
中文摘要 | Vygotsky所提出的社會文化歷史理論和研究方法,既是搜集和分析概念發展資料的 指引,又是描述和解釋概念發展的參考,對研究概念發展的學者有相當實質的指導作用。本 文企圖以Vygotsky的理論為軸心,提出探究在教室社會溝通活動下概念發展的研究方法。 作者首先介紹Vygotsky「社會文化歷史」的理論的三個基本核心論點:(1)使用衍生分析法 探究心智發展,(2)高階層心智功能源於社會歷程,(3)人類的心智活動是以工具或符號為中 介。接下來說明Vygotsky如何從兒童學習社會歷史傳承的符號,來闡述他對概念發展的看 法,並以案例說明如何運用Vygotsky建議的研究方法,最後強調除了搜集和分析教室社會 溝通活動的對話以外,還要關照社會溝通活動的脈絡,以描述和解釋概念發展。 |
英文摘要 | Vygotsky's sociocultural history theory and its related research approach are not only guides for collecting and analyzing data, but also important theoretical bases for describing and explaining students' conceptual development in classroom communicative activities. The purpose of this article is to propose how Vygotsky's theory can be used to collect and analyze data in order to explore students' conceptual development in classroom communicative activities. The author first introduces the three basic themes in Vygotskian sociocultural historical approach: (1) genetic analysis, (2) social origins of mental functioning, (3)semiotic mediation. The author then follows by giving Vygotsky's perspectives of conceptual development, and presents an example to illustrate how to use research methods suggested by him. In the end of the article, the author emphasizes that in addition to collecting and analyzing speech in the classroom communicative activities, the explanation of the social context of the classroom communicative activities needs to be included in order to describe and explain students' conceptual development in classroom communicative activities. |
本系統中英文摘要資訊取自各篇刊載內容。