教材選擇的知識判準
Knowledge Criteria for Selecting Teaching Materials
- 關鍵字：
- 教材選擇、知識判準、思維教育 / Selecting teaching material、Knowledge criteria、Education for thinking
第四十八輯．第ㄧ期 - 2002-03-31
從教師的觀點探討兒童學習網站之評鑑 歐陽誾、林姿妙
An Evaluation of Children's Learning Websites--From the Perspective of TeachersYin-Ou Yang* Tzy-Miao Lin
高職新任教師專業實踐理論發展之研究 陳美玉
Developing Vocational High School Novice Teachers' Professional Practical TheoriesMei-Yuh Chen
「教師即課程評鑑者」之實踐探究：合作評鑑過程的分析 陳美如
Teachers as Curriculum Evaluators: Analysis of Cooperation Evaluation ProcessMei-Ju Chen
國民中學英語課程與教學革新之個案研究單文經、邱鴻燕、高強華
A Case Study on the Innovative English Curriculum Implementation in a Taiwan Junior High School
教師與學生在課程發展歷程中的處境--系統論與概念重建論的觀點周淑卿
Teachers and Students in the Process of Curriculum Development--Tylerist and Reconceptualist PerspectivesShu-Ching Chou
中文拼音政策的爭議與課程政治面向的反省 王麗雲
Controversial Issues in Chinese Pin-Yin Policy--Reflections on the Political Dimension of CurriculumLi-Yun Wang
後期中等教育課程的改革趨勢--一個泛歐洲的觀點 林永豐
An Analysis on the Reforms of Upper Secondary Curriculum--An European Point of ViewYuang-Feng Lin
教材選擇的知識判準林逢祺
Knowledge Criteria for Selecting Teaching MaterialsFerng-Chyi Lin
- 摘要
- 英文摘要
- 參考文獻
- 全文下載
隨著九年一貫課程的推展，教師作為教材選擇者的角色益為突顯，建立一套明晰的知識觀以作為教材選擇及知識傳授之依據的需求，勢將日漸殷切。本文的旨趣乃在運用分析哲學的研究方法，分別從意義澄清、論點證成、預設揭示及實踐驗證等四個向度，逐步剖析知識判準與教材選擇的辯證關係。首先，透過「知識」概念的哲學分析，說明知識觀念混淆，在思維及教學上可能產生的弊病，用以彰顯教學者建立知識判準的必要性；次則由知識之證成問題的探討，分析知識之性質、範圍和限制，並綜觀當代知識論建立之知識判準背後依據的是何種真理觀；最後，本文將知識判準置入教育的實踐脈絡裡，在具體的情境中考驗其作為教材選擇標準的適切性，並揭顯教材選擇過程中可能潛存的知識預設，以此反省建構理想教材時應行考量的知識觀。本文發現，教育價值不等於知識價值，教材或學科的選擇也不能純以命題知識的證成判準為依據，脫離符應說的想像世界，否定一致說的創發革進領域，以及超越「現實之用」的多元效用觀，也是作理想、周圓之課程設計時，應該斟酌參考的重點，這些向度的思考不僅在藝術課程上重要，在社會及科學課程中亦不可忽視。
As the Nine-year Coherent Compulsory Curriculum Project is put into practice， each teacher’s role as a key selector of teaching materials will be more and more evident and their need for a sound epistemological perspective in various teaching practices will become stronger as well. The purpose of this paper is to elucidate the dialectical relation ship between a teacher’s epistemological perspectives and his exercises of selecting teaching materials. To serve this purpose， the author firstly conducts an analysis of concepts closely related to our general concept of knowledge to make clear the need for establishing knowledge criteria in education. Secondly， mainstream knowledge justification theories are critically reviewed to put knowledge criteria adopted by different truth theories into perspective. Lastly， the validity of using knowledge criteria as standard for selecting teaching materials is tested. One finding is that knowledge criteria based on mainstream truth theories takes propositional knowledge as the only valid form of knowledge. This pro-science stand not only reflects an incomplete reasoning， it also makes scientific progress less likely. A balanced knowledge perspective， which takes both propositional knowledge and imaginative thinking into consideration， is what is recommended for the teachers’ task of selecting the most appropriate teaching materials.
