學生社會空間
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Date
2008-04-01
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國立臺灣師範大學
Abstract
1980 年代以來，社會學的理論漸漸地融入到地理學的知識領域中，在此背景下，本文嘗試以新地理學所提出的社會空間觀點，對高中學生的鄉土區域範圍作界定；也藉由社會節點的觀點，提供教師調查鄉土教學資源的方法，以作為高中鄉土地理教學的參考之一。 透過學生的日常生活路徑，並由社會節點、社會空間概念所構成的鄉土區域，具有兩個特點：一是這個鄉土區域，反映的是學生集體的情感與經驗，使得教師在進行鄉土地理教學的課程設計時，能夠顧及到每一位學生的感受；二是不同地區的高中，可以依其學生的主體性，界定出只與該校學生日常生活緊密相關的鄉土區域，希望讓學生對於鄉土特性的理解與鄉土問題的分析，能夠有更好的學習成效。
Since the 1980s, theoretical sociology and geography have increasingly emphasized the notion of social space. This study defines students’ “home-place” as a kind of social space which can also be interpreted in the light of social-node and everyday life-path theory. The study goes on to suggest that a geography course on “home-place” can help students to better understand their own “social space” with the school, the home and the community. To design their home-place course teachers will need to take into account students’ collective emotions and experience, their accounts of their everyday life. One of the key ideas is that students will be eager to study harder in a course which enables them to better understand their own local situation, their own home-place.
Since the 1980s, theoretical sociology and geography have increasingly emphasized the notion of social space. This study defines students’ “home-place” as a kind of social space which can also be interpreted in the light of social-node and everyday life-path theory. The study goes on to suggest that a geography course on “home-place” can help students to better understand their own “social space” with the school, the home and the community. To design their home-place course teachers will need to take into account students’ collective emotions and experience, their accounts of their everyday life. One of the key ideas is that students will be eager to study harder in a course which enables them to better understand their own local situation, their own home-place.