鷹架理論的發展、類型、模式與對科學教學的啟示

Abstract

鷹架理論可以從較早Vygotsky 的近側發展區談起，經過Wood 、Bruner 和Ross (l976)提出，以輔助學習者維持學習方向與鷹架的動態架構仍然是最根本的鷹架理論觀點。近年鷹架理論中，包含：鷹架撤離、人與人造物鷹架並存、減少學生自由度等各種鷹架理論，逐漸受到重視。其中，Tabak 將分佈式鷹架區分出了三種模式，包含分散性鷹架、重複鷹架與協同鷹架。透過人與人造物鷹架的優缺點探討，本研究提出一種人的鷹架可能的模式，並強調人與人造物鷹架整合的優點。從若干鷹架的實徵研究中，討論各種鷹架的適用情境。最後提供教師在進行鷹架教學時，應注意的事項。

The scaffolding theory could be traced to the zone of proximal development of Vygotsky, and after that, Wood, Bruner, and Ross proposed the theory firstly. The core ofthe scaffolding theory was based on supporting learners their learning directions and the moving structure of scaffolding. In recent years, science educational researchers concerned several aspects of scaffolding theories such as: evacuating of scaffolding, human scaffolds and artifact scaffolds stood side by side, reduced students' degree offreedom. Tabak suggested three models about distributed scaffolding, which include differentiated scaffolds, redundant scaffolds, and synergistic scaffolds. By discussing the good and bad of the human scaffolds and artifact scaffolds, I recommended to integrate them and presented one possible model about human artifact learned from Tabak's work. From several empirical scaffolding researches, I evaluated which scaffolds were suitable in some conditions. I also presented some items about what the teachers should notice who were beginning to teach students by using scaffolding.