空言無物、行之無悟？--課程行動研究中的實踐反省
Talking about Nothing, Doing without Thinking？--Reflections in/on the Practice of Curriculum Action Research
- 關鍵字：
- 課程行動研究、課程實踐、實踐反省 / Curriculum action research、Curriculum practice、Reflections in/on practic
第四十九輯．第三期 - 2003-09-30
空言無物、行之無悟？--課程行動研究中的實踐反省林佩璇
Talking about Nothing, Doing without Thinking？--Reflections in/on the Practice of Curriculum Action ResearchPei-Hsuan Lin
道德教育的系譜學探究黃柏叡
Genealogical Analysis of Moral EducationBo-Ruey Huang
創新教學的哲學省思--從分析到後現代簡成熙
Some Philosophical Reflections on the Innovation of Teaching Methods: From Analytic Philosophy to PostmodernismCheng-Hsi Chien
清代彰化縣儒學的建置與組織 彭煥勝、吳正龍
The Establishment and Faculty of the Changhua's Local Government School in the Ching DynastyHuan-Sheng Peng* Chen-Lung Wu**
J. Dewey教育目的論的辨明與詮釋林秀珍
Some Clarification and Interpretation of J. Dewey's Aims in Education ConceptsShow-Jane Lin
從「遊戲」意義的轉折來反思當代遊戲文化的特徵及其引發的教育思考方永泉
Reflections on the Characteristics of Play Culture in Modern Society and Its Implications on EducationYung-Chuan Fang
T. W. Adorno的審美政治學及其美育意涵楊深坑、楊忠斌
T. W. Adorno's Aesthetic Politics and Its Implications on Aesthetic EducationShen-Keng Yang* Chung-Ping Yang**
P. Freire的批判教學論對於教師實踐教育改革的啟示李奉儒
P. Freire's Critical Pedagogy and Its Implications for Teachers Implementing Educational Reforms in TaiwanFeng-Jihu Lee
- 摘要
- 英文摘要
- 參考文獻
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課程行動研究受到重視乃是認為課程活動中教師必須更有系統地從事慎思以進行課程改進。本文首先說明自從Dewey區分反省和例行實踐後，反省在實踐上的重要性益受矚目，然而反省是如此抽象，教師要反省什麼？反省至何種程度？才能表現出專業智慧，進行有效的知識宣稱？本文主張實踐反省既不是空口白話，也不是各說各話，而是教師在特定的脈絡下，主動投入社會系統中進行慎思和專業對話，產生視野轉化的過程。而反省的面向不僅在解決課程實踐問題，更要從是否增進教師的理解和改進課程實踐所在的情境等面向作思考。反省的深度則要超越技術層次，從不同課程觀點進行經驗交流，以刺激自我理解和解放的學習。最後，作者說明儘管目前的確潛在著阻礙教師反省的因素，而產生一些假釐清的現象，然而察覺這些限制??行之有悟，正是提昇教師實踐反省的趨動力。
Reflection is very important in curriculum action research. However， few studies have empirically investigated the nature of reflection. As a result， many questions re?main unanswered. For instance， what in particular ought to be reflected on by teachers? What inspires concrete plans during the process of reflection? To what degree should deliberation by teachers incorporate the critiques of the institutional contexts in which they work? To explore these questions， the author analyzes the characteristics and lev?els of reflection in curriculum action research and articulates several obstacles that prevent teachers from engaging in reflection.
