教什麼？概念化中學地理課程
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Date
2018-05-??
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地理學系
Department of Geography, NTNU
Department of Geography, NTNU
Abstract
本文從課程必須關乎知識的前提出發，指出近幾十年來北美的中學學校課程中，學科知識被邊緣化的狀況，以及當代建構主義、工具主義和新保守主義對待「知識」在某些部份的不足之處。相對的，本文認為社會實在論的理論更有助於理解學科知識對學校教育的重要性，並有助於學校課程「再脈絡化」的問題。社會實在論同時採取社會學的取徑與知識論的取徑，超越了實證主義/建構主義的鴻溝。本文從地理學包含系統地理（命題的知識）、以區域或地方為本的地理（脈絡的知識）和方法（程序的知識）、以及三者的關係，來檢視地理學的認識論。文章主張引領學生進入地理學，取決於對這三種知識的根本了解。因此，一個健全的學校地理課程必須同時構築在這三種知識類型上，這樣學生才能進入地理的概念架構與思考方式。本文最後也討論了三種知識類型在英國學校課程與評估文件上的應用。
Starting from the premise that a curriculum must be about knowledge, this article notes the marginalisation of disciplinary knowledge in the Anglo-American school curriculum in recent decades and how contemporary approaches to knowledge (constructivism, instrumentalism and neo-conservatism) are deficient some respect. Instead, the theory of social realism is proposed as a better way to understand the significance of disciplinary knowledge to the education of children and how it can be re-contextualised in the school curriculum. Social realism takes a sociological and epistemological approach to knowledge, moving beyond the positivist/constructivist divide. Geography’s epistemology is examined as comprising systematic geography (propositional knowledge), egional/place-based geography (contextual knowledge) and methods (procedural knowledge), and the relations between each explored. Inducting students into geography depends upon a foundational understanding of all three types of knowledge. Therefore, a robust school curriculum must be constructed with all three knowledge types such that students can enter into its conceptual framework and ways of thinking. Finally, the use of knowledge types in geography curriculum and assessment documents in the UK is discussed.
Starting from the premise that a curriculum must be about knowledge, this article notes the marginalisation of disciplinary knowledge in the Anglo-American school curriculum in recent decades and how contemporary approaches to knowledge (constructivism, instrumentalism and neo-conservatism) are deficient some respect. Instead, the theory of social realism is proposed as a better way to understand the significance of disciplinary knowledge to the education of children and how it can be re-contextualised in the school curriculum. Social realism takes a sociological and epistemological approach to knowledge, moving beyond the positivist/constructivist divide. Geography’s epistemology is examined as comprising systematic geography (propositional knowledge), egional/place-based geography (contextual knowledge) and methods (procedural knowledge), and the relations between each explored. Inducting students into geography depends upon a foundational understanding of all three types of knowledge. Therefore, a robust school curriculum must be constructed with all three knowledge types such that students can enter into its conceptual framework and ways of thinking. Finally, the use of knowledge types in geography curriculum and assessment documents in the UK is discussed.