P. Freire的批判教學論對於教師實踐教育改革的啟示
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Date
2003-09-??
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國立台灣師範大學教育學系
Department od Education, NTNU
Department od Education, NTNU
Abstract
今日臺灣教育改革風潮如火如荼地推動，但也激起各種批判與反省的聲音。有鑑於此，本文採取哲學思考的方法，分析Freire批判教學論的主張，並探究其對基層教師面對與實踐教育改革的可能啟示。本文首先探究Freire的主要教育議題，包括：1.恢復人性的實踐；2.批判意識的覺醒；3.解放教育的實踐；4.教育即是政治的行動；5.教師作為文化工作者；以及6.對話教育與提問教學。本文其次根據Freire批判教學論的反思，檢視臺灣目前的教育改革風潮，提出五個啟示作為教師面對教育改革可以作為的理念與原則，包括：1.實踐人性化的教學論；2.發展批判的解放教師；3.運用提問與對話的教學；4.揭露教育改革的神話；以及5.教師成為教育改革的推手。
This article analyzes Freirean pedagogy and draws some implications for teachers facing the challenges from recent educational reforms in Taiwan. The themes of Freirean pedagogy discussed include the following: (1) the praxis of humanization, (2) the process of critical consciousness-raising, (3) the praxis of libertarian education, (4) education as political action, (5) teachers as cultural workers, and (6) the pedagogy of dialogue and problem-posing. Based on Freirean pedagogy, a few guidelines are proposed for teachers to use when implementing educational reforms, including: (1) the praxis of humanizing pedagogy, (2) teachers as critical libertarian educators, (3) the employment of dialogue and problem-posing education in libertarian classrooms, (4) the de-mystification of educational reforms, and (5) teachers as actors of educational reforms.
This article analyzes Freirean pedagogy and draws some implications for teachers facing the challenges from recent educational reforms in Taiwan. The themes of Freirean pedagogy discussed include the following: (1) the praxis of humanization, (2) the process of critical consciousness-raising, (3) the praxis of libertarian education, (4) education as political action, (5) teachers as cultural workers, and (6) the pedagogy of dialogue and problem-posing. Based on Freirean pedagogy, a few guidelines are proposed for teachers to use when implementing educational reforms, including: (1) the praxis of humanizing pedagogy, (2) teachers as critical libertarian educators, (3) the employment of dialogue and problem-posing education in libertarian classrooms, (4) the de-mystification of educational reforms, and (5) teachers as actors of educational reforms.