穨應用布魯納教學論於中文教學

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笙花顾
6 years ago
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1 Bruner's Learning Theory in Teaching Chinese : Inquiry and Praxis Sze-yin YEUNG The Hong Kong Institute of Education Shulman,1987 pedagogical content knowledge 1996 Abstract In recent decades teacher s profession has become a hot issue of discussion among educators and researchers. Shulman's pedagogical content knowledge stimulates much interest as well as response in the discourse. Many educators emphasize that it is most salient for primary and secondary teachers to master pedagogical content knowledge of school subjects. Hitherto, pedagogical content knowledge for various school subjects has been developed with different extent. The examples for the teaching of Chinese are found mostly in ways of academic and professional sharings. These sharings surely enhance the conceptualization of pedagogical content knowledge for frontline practitioners in the teaching of Chinese, yet fail to demonstrate with practice. This paper inquires into Bruner's theory in teaching and its feasibility in the teaching of Chinese. The author uses the Concept Attainment Model as a focus of inquiry. This 1

2 is followed by demonstrating a practice of the model in teaching a Chinese lesson in a primary classroom. With this effort, the author wishes to share experience, and raise further concerns for the development of pedagogical content knowledge in the teaching of Chinese in primary schools. subject matter content knowledge general pedagogical knowledge Shulman, 1987 pedagogical content knowledge Mak et al., Jerome S. Bruner

3 enactive representation iconic representation symbolic representation (intrinsic motivation) intellectual development readiness for learning 1988 Theory of cognitive growth Spiral Curriculum the structure of a subject matter the structure of a subject a sense of excitement through discovery Discovery Learning 3

4 1. 2. constraints extrinsic motives intrinsic motives 3. the inquiry method, or the heuristics 4. memory intuitive thinking generative model the discovery method, or the heuristics

5 Man: A Course of Study MACOS contrast hypothesis-making stimulating self-consciousnesss concept formation concept attainment attributes 1996 Schwab et.al., inductive approach

6 ( Schwab, J & et.al., 1990, p )

7 3, * * * XX * * * * 7

8 8, /

9 , 9

11 subject content knowledge : effectiveness

12 (98 1 ) / 1996 Bruner, J. (1960). The process of education. Cambridge: Harvard University Press. 12

13 Bruner, J. (1966). Toward a Theory of Instruction. Cambridge, Massachusetts: Harvard University Press. Mak, C. W. N et. al. (1994). The Teachers Certificate and beyond: observation, reflections and proposals for curriculum change. Papers by the Task Group for Curriculum Planning ( ). Hong Kong : Education Department. Schwab, J. et.al. (1990). Instruction A Models Approach. Allyn & Bacon: p Shulman, L.S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), p [email protected] 13

國際藝術教育學刊壹緒論一研究背景與動機兒童在成長的過程中, 是藉著不斷的活動與探索來學習並促進生理的成長為了達到生理發展的平衡, 兒童天生對肢體活動有所渴求,

國際藝術教育學刊壹緒論一研究背景與動機兒童在成長的過程中, 是藉著不斷的活動與探索來學習並促進生理的成長為了達到生理發展的平衡, 兒童天生對肢體活動有所渴求, 舞蹈教學之應用廖樞陽碩士班研究生國立台灣藝術大學 E-mail: [email protected] 摘要本研究旨在探討認知發展理論應用於兒童舞蹈教學之可行性研究者身為一名舞蹈教師, 瞭解在教學中, 面對不同年齡層的兒童, 必須給予

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穨應用布魯納教學論於中文教學