教育的本质与价值.ppt

科學、教育的本質與價值,張惠博國立彰化師範大學,一、前言,82.1.5自立晚報陳長安,【課本】,【讀冊囝仔】,二、國家的種子（SEED）,S（Science）：科學E（Economics）：經濟E（Education）：教育D（Democracy）：民主,三、求知的四種方法,堅持（Methodoftenacity）,Pierce：美國哲學家,威權（Methodofauthority）,直覺（Methodofintuition）,科學（Methodofscience）,然而，教師是用過去的教材、教法，教現在的學生，去面對他（她）們的未來。,1.知識的體系2.方法過程3.一種思考或建構實體的方式歷史學家、哲學家和科學教育工作者，對科學本質的定義經常是不同的，然而，亦有其相同部分。價值與假設是伴隨著科學、科學知識和(或)科學知識的發展。,四、科學是什麼?,科學是為了用來解釋宇宙而設計的，具有內在一致性的謊言,ADUCK?,ARABBIT?,上帝是大自然的造物主，人是造物之神（Godistheartificerofnature,manisthegodofartifacts）。只有上帝才能認識這真實世界，因為這世界是祂創造；同樣的，人只能認識他自身所建構的事物。,維科（Vico,1710）：,五、教育是什麼？,Systematictrainingandinstructiondesignedtoimpartknowledgeanddevelopskill.,（一）信念與經驗1.美國生活與教育的體驗：與孩子講話，與孩子在一起，容許錯誤，勇於表現2.教育是不可授與的財富，正如知識、健康、氣質等3.學習如何學習4.教育是愛的實踐，被愛也是學習的動力與經驗5.愛是什麼？愛是恆久忍耐，又有恩慈；愛是不嫉妒；愛是不自誇；不張狂不作害羞的事；不求自己的益處；不輕易發怒；不計算人的惡不喜歡不義；只喜歡真理凡事包容；凡事相信；凡事盼望；凡事忍耐愛是永不止息6.美國學生的特性：好問、會問7.美國文化的吸引力：樂觀的態度、權威與自由,（二）費爾利（Freire,1993）在其書中曾對教育下定義：教育是互動的歷程，是受到世界調制的；作為不完全的人，能覺知自己的不完全，並努力使自己成為較完全的人。Education:amutualprocess,world-mediated;peopleasuncompletedbeings,consciousoftheirincompletion,andtheirattempttobemorefullyhuman.解放：不是禮物，也不是一己的成就，而是一互動的歷程。Liberation:notagift,notaself-achievement,butamutualprocess.(Freire,1993).前述內容是引自在全世界已賣出50萬本的書，書名為Pedagogyoftheoppressed，Freire的著作。,（三）Gardner（1993）：TheoryofMultipleIntelligences多元智慧MusicalIntelligence（音樂智慧）Bodily-KinestheticIntelligence（身體運動知覺的智慧）Logical-MathematicalIntelligence（邏輯數學的智慧）LinguisticIntelligence（語言智慧）SpatialIntelligence（空間智慧）InterpersonalIntelligence（人與人之間的智慧）IntrapersonalIntelligence（認識自己的智慧）,同樣是Gardner（1993）的見解：（四）對於未來理想的學校之兩個基本假設：1.Notallpeoplehavethesameinterestsandabilities;notallofuslearninthesameway.(Nowwehavethetoolstobegintoaddresstheseindividualdifferencesinschool).並不是每一個人皆有相同的興趣與能力；我們也並不是以相同的方式學習。2.Nowadaysnoonepersoncanlearneverythingthereistolearn.當今沒有人能夠學會所要學的事物。,（五）創造能力：1.由思考，表現於外的行為。2.把已習得的觀念、事物、技術與方法，以新的方式加以聯合與應用的能力。（Freeman,1962）智力是什麼？先天或後天？1.智力是個人適應環境的能力2.智力是學習的能力3.智力是抽象思考的能力,（六）美國的教育目標內容與結果是如何形成的？美國教育是複雜且隨著歷史一起進展。一代代的用心的美國人，包括：政府官員、學校行政人員、教師、家長、與國民，皆曾仔細的做了他們所要面對的決定。這些選擇顯現了我們社會的價值與全民對於教育與他們認為重要的事之信念。我們現在所面對的就是這些選擇的結果。我們或許可以正式地說，當前的美國就是根深蒂固的信念與實踐，及在此系統內許多時間點的短期選擇之累加。這些選擇，反映了深植於國民內心深處的信念與價值。,六、教育的本質與價值,(a)theteacherteachesandthestudentsaretaught;老師教導，而學生被教導。(b)theteacherknowseverythingandthestudentsknownothing;老師知道所有的事，學生什麼都不知道。(c)theteacherthinksandthestudentsarethoughtabout;老師主動思考，學生被動思考。(c)theteachertalksandthestudentslistenmeekly;老師說，學生溫順地傾聽。(e)theteacherdisciplinesandthestudentsaredisciplined;老師定規範，學生被規範。(f)theteacherchoosesandenforceshischoice,andthestudentscomply;老師作選擇，並增強其選擇，學生順從。,教育的本質與價值,(g)theteacheractsandthestudentshavetheillusionofactingthroughtheactionoftheteacher;老師教學，學生則經由教師的行動，產生了對於行動的幻象。(h)theteacherchoosestheprogramcontent,andthestudents(whowerenotconsulted)adapttoit;老師選擇課程內容，學生並沒有被詢問就去適應它。theteacherconfusestheauthorityofknowledgewithhisownprofessionalauthority,whichhesetsinoppositiontothefreedomofthestudents;老師對於知識的權威與他本身專業權威的混淆，使得他與學生的自由相違背。(j)theteacheristheSubjectofthelearningprocess,whilethepupilsaremereobjects.老師是學習過程的主體，而學生只是客體。,上述的論點引自PauloFreire所著的一本書PedagogyoftheOppressed(1990),HighlightsoftheNationalResearchCouncilsNationalScienceEducationStandardsBy:Kahle,JaneButler,SchoolScienceandMathematics,May96,vol.96,Issue5國家科學教育標準研究學會的重點,WhatarethegoalsforK-12Science?K-12科學教育的目的是什麼?,ThegoalsforschoolsciencethatunderlietheNationalScienceEducationStandardsaretoeducatestudentswhoareableto:usescientificprinciplesandprocessesappropriatelyinmakingpersonaldecisions;experiencetherichnessandexcitementofknowingaboutandunderstandingthenationalworld;increasetheireconomicproductivity;andengageintelligentlyinpublicdiscourseanddebateaboutmattersofscientificandtechnologicalconcern,WhataretheprinciplesunderlyingtheNationalScienceEducationStandards?國家科學教育標準所立基的原則是什麼?,Allstudentswilllearnallscienceinthecontentstandards.Allstudentswilldevelopscienceknowledgeasdefinedinthecontentstandardsandanunderstandingofsciencethatenablesthemtousetheirknowledgeasitrelatestoscientific,personal,social,andhistoricalperspectives.Learningscienceisanactiveprocess.Forallstudentstounderstandmorescience,lessemphasismustbegiventosomesciencecontentandmoreresources,suchastime,personnel,andmaterialsmustbedevotedtoscienceeducation.Schoolsciencemustreflecttheintellectualtraditionthatcharacterizesthepracticeofcontemporaryscience.Improvingscienceeducationispartofsystemiceducationreform.,Howcanthesciencestandardsbeusedinourcommunities?要如何使科學標準用於我們的社區之中?,TheNationalScienceEducationStandardsofferourstudentsandschoolsacoherentvisionofwhatitmeanstobescientificallyliterate.Theydescribewhatallstudentsmustunderstandandbeabletodoasaresultoftheircumulativelearningexperiencesatthreelevel(K-4,5-8,9-12).Theyalsoprovidecriteriaforjudgingthequalityofprograms,teaching,assessment,andthesupportthatcanprovideopportunitiesforallstudentstolearn.,GeneralTeachingPrinciples一般教學原理,LessEmphasisOn少強調treatingallstudentsalikeandrespondingtothegroupasawholerigidlyfollowingcurriculumfocusingonstudentacquisitionofinformationpresentingscientificknowledgethroughlecture,text,anddemonstrationaskingforrecitationofacquiredknowledgetestingstudentsforfactualinformationatendofunitorchaptermaintainingresponsibilityandauthoritysupportingcompetitionworkingalone,MoreEmphasisOn較強調understandingandrespondingtostudentinterests,strengths,experiencesandneedsselectingandadaptingcurriculumfocusingonstudentunderstandinganduseofscientificideasandinquiryprocessesguidingandfacilitatingstudentsinactiveandextendedscientificinquiryprovidingopportunitiesforscientificdiscussionanddebateamongstudentssharingresponsibilityforlearningwithstudentssupportingaclassroomcommunitywithcooperation,sharedresponsibilityandrespectworkingwithcolleaguestoenhancethescienceprogram,ProfessionalDevelopment專業成長,LessEmphasisOn少強調transmissionofknowledgeandskillslearningsciencebylectureandreadingseparationofscienceandteachingknowledgeseparationoftheoryandpracticeindividuallearningfragmentedone-shotsessionscoursesandworkshopsrelianceonexternalexpertisestaffdevelopersastrainersteacherastechnicianteacherasconsumerofknowledgeaboutteachingteacherasfollowerteacherasanindividualbasedinaclassroomteacherastargetofchange,MoreEmphasisOn較強調inquiryintoteachingandlearninglearningsciencethroughinvestigationsandinquiryintegrationofscienceandteachingknowledgeintegrationoftheoryandpracticeinschoolcollegialandcollaborativelearninglong-termcoherentplanvarietyofprofessionaldevelopmentactivitiesmixofinternalandexternalexpertisestaffdevelopersasfacilitators,consultantsandplannersteacherasintellectual,reflectivepractitionerteacherasproducerofknowledgeaboutteachingteacherasleaderteacherasamemberofcollegialprofessionalcommunityteacherassourceandfacilitatorofchange,Assessment評量,LessEmphasisOn少強調assessingwhatiseasilymeasuredassessinginertknowledgeassessingscientificknowledgeassessingtolearnwhatstudentsdonotknowassessingonlyachievementteacherassessmentofstudentsdevelopmentofexternalassessmentsbymeasurementexpertsalonestatisticalvalidity,MoreEmphasisOn較強調assessingwhatismosthighlyvaluedassessingactiveknowledgeassessingscientificunderstandingandreasoningassessingtolearnwhatstudentsdounderstandassessingbothachievementandopportunitytolearnstudentsengageinself-assessmentteacherinvolvedinthedevelopmentofexternalassessmentsconsequentialandfacevalidity,InquiryScience探究式科學,LessEmphasisOn少強調activitiesthatdemonstrateandverifysciencecontentinvestigationsconfinedtooneclassperiodprocessskillsoutofcontextemphasisonindividualprocessskillssuchasobservationorinferencegettingananswerscienceasexplorationandexperimentmanagementofmaterialsandequipmentprovidinganswerstoquestionsaboutsciencecontentallstudentsdoingthesameinvestigation,developingthesameanswer,individualsandgroupsofstudentsanalyzingandsynthesizingdatawithoutdefendingaconclusiondoingfewinvestigationsinordertocoverlargeamountsofcontentconcludinginquirieswiththeresultoftheexperimentmanagementofmaterialsandequipmentmanagementofstudentbehaviorinitialfeedbackonideasandqualityofworkfromteacherprivatecommunicationofstudentideasandconclusionstoteacherrelationshipofconceptsandskillswithinonecurrentactivity,MoreEmphasisOn較強調activitiesthatinvestigateandanalyzesciencequestionsinvestigationsoverextendedperiodsoftimeprocessskillsincontextusingmultipleprocessskills-manipulation,cognitive,proceduralusingevidenceandstrategiesfordevelopingorrevisinganexplanationscienceasargumentandexplanationcollectingandanalyzingdatacommunicatingscienceex