創新教學的哲學省思
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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
20世紀最後十年，教育學圈也受到後現代學術氛圍的影響，而有了很大的變化，一方面，各種創新的改革，不斷被提出；在另一方面，它也顛覆了許多傳統的教育價值。本文的目的即在於初步檢討創新教學所涉及的哲學爭議。文分五部分。除緒論外，第二節將針對代表英語系世界現代主義的觀念分析對教學的解析作一巡禮，並引出四個擺盪於後現代教育論述的正反論題。第三節則從此四項議題：反理性對重構理性；技術控制對反技術控制；價值的解構對建構；本土化對全球化的對壘，說明後現代的立場對教學革新正反論辯的各自蘊義。論文第四部分，則審視後現代影響下我國近年教育改革所衍生的問題及回應之道：包括理性的絕對性與後現代相對性的和解；教學科技的功過；另類價值的教育意義；以及本土教學理念的重構。哲學的思考將能豐富創新教學的理論和實踐。
From the perspectives of modernism and postmodernism, this article tackles the philosophical issues involved in the advancement of the innovation of teaching methods. First, after a preview of the issues concerned, the author presents that the concept of teaching upheld by the contemporary analytic philosophy of education is circumscribed by the Enlightenment (modernism) and directly contradicts the basic tenets of postmodernism. Second, the author outlines from viewpoints of modernism and postmodernism respectively the pros and cons of the following four sets of diametric views: (1)rationality vs. anti-rationality, (2)instrumental control vs. anti- instrumental control, (3)value construction vs. value deconstruction, and (4)localization vs. globalization. Third, the author examines the problems found from recent teaching innovations in Taiwan within the context of postmodernism and proposes possible resolutions. The concluding remarks suggest that philosophy might play a positive role in developing indigenous theories and teaching practices.
From the perspectives of modernism and postmodernism, this article tackles the philosophical issues involved in the advancement of the innovation of teaching methods. First, after a preview of the issues concerned, the author presents that the concept of teaching upheld by the contemporary analytic philosophy of education is circumscribed by the Enlightenment (modernism) and directly contradicts the basic tenets of postmodernism. Second, the author outlines from viewpoints of modernism and postmodernism respectively the pros and cons of the following four sets of diametric views: (1)rationality vs. anti-rationality, (2)instrumental control vs. anti- instrumental control, (3)value construction vs. value deconstruction, and (4)localization vs. globalization. Third, the author examines the problems found from recent teaching innovations in Taiwan within the context of postmodernism and proposes possible resolutions. The concluding remarks suggest that philosophy might play a positive role in developing indigenous theories and teaching practices.