教育的本質(zhì)與價(jià)值.ppt

1、科學(xué)、教育的本質(zhì)與價(jià)值,張 惠 博 國(guó)立彰化師範(fàn)大學(xué),一、前 言,82.1.5 自立晚報(bào) 陳長(zhǎng)安,【課 本】,【讀冊(cè)囝仔】,二、國(guó)家的種子（SEED）,S（Science） ：科學(xué)E（Economics）：經(jīng)濟(jì)E（Education） ：教育D（Democracy）：民主,三、求知的四種方法,堅(jiān)持（Method of tenacity）,Pierce：美國(guó)哲學(xué)家,威權(quán)（Method of authority）,直覺（Method of intuition）,科學(xué)（Method of science）,然而，教師是用過去的教材、教法，教現(xiàn)在的學(xué)生，去面對(duì)他（她）們的未來。,1. 知識(shí)的體系 2.

2、 方法過程 3. 一種思考或建構(gòu)實(shí)體的方式 歷史學(xué)家、哲學(xué)家和科學(xué)教育工作者，對(duì)科學(xué)本質(zhì)的定義經(jīng)常是不同的，然而，亦有其相同部分。 價(jià)值與假設(shè)是伴隨著科學(xué)、科學(xué)知識(shí)和(或)科學(xué)知識(shí)的發(fā)展。,四、科學(xué)是什麼?,科學(xué)是為了用來解釋宇宙而設(shè)計(jì)的，具有內(nèi)在一致性的謊言,A DUCK?,A RABBIT?,上帝是大自然的造物主，人是造物之神 （God is the artificer of nature, man is the god of artifacts）。 只有上帝才能認(rèn)識(shí)這真實(shí)世界，因?yàn)檫@世界是 祂創(chuàng)造；同樣的，人只能認(rèn)識(shí)他自身所建構(gòu)的 事物。,維科（Vico,1710）：,五、教育是什麼？,

3、Systematic training and instruction designed to impart knowledge and develop skill.,（一）信念與經(jīng)驗(yàn) 1. 美國(guó)生活與教育的體驗(yàn)：與孩子講話，與孩子在一起，容許錯(cuò)誤，勇於表現(xiàn) 2. 教育是不可授與的財(cái)富，正如知識(shí)、健康、氣質(zhì)等 3. 學(xué)習(xí)如何學(xué)習(xí) 4. 教育是愛的實(shí)踐，被愛也是學(xué)習(xí)的動(dòng)力與經(jīng)驗(yàn) 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(fā)怒；不計(jì)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(guó)學(xué)

4、生的特性：好問、會(huì)問 7. 美國(guó)文化的吸引力：樂觀的態(tài)度、權(quán)威與自由,（二）費(fèi)爾利（Freire, 1993）在其書中曾對(duì)教育下定義：教育是互動(dòng)的歷程，是受到世界調(diào)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: a mutual process, world-mediated; people as uncompleted beings, conscious of their incompletion, and their attempt to be more fully human.解放：不是禮物，也不是一己的成就，而是一互動(dòng)的歷程。Liberati

5、on: not a gift, not a self-achievement, but a mutual process. (Freire, 1993). 前述內(nèi)容是引自在全世界已賣出50萬本的書，書名為Pedagogy of the oppressed，F(xiàn)reire的著作。,（三）Gardner（1993）：Theory of Multiple Intelligences多元智慧Musical Intelligence（音樂智慧）Bodily-Kinesthetic Intelligence（身體運(yùn)動(dòng)知覺的智慧）Logical -Mathematical Intelligence（邏輯數(shù)學(xué)的

6、智慧）Linguistic Intelligence（語言智慧）Spatial Intelligence（空間智慧）Interpersonal Intelligence（人與人之間的智慧）Intrapersonal Intelligence（認(rèn)識(shí)自己的智慧）,同樣是Gardner（1993）的見解： （四）對(duì)於未來理想的學(xué)校之兩個(gè)基本假設(shè)： 1. Not all people have the same interests and abilities; not all of us learn in the sameway. (Now we have the tools to begin to

7、address these individual differences inschool).並不是每一個(gè)人皆有相同的興趣與能力；我們也並不是以相同的方式學(xué)習(xí)。 2. Nowadays no one person can learn everything there is to learn.當(dāng)今沒有人能夠?qū)W會(huì)所要學(xué)的事物。,（五）創(chuàng)造能力：1. 由思考，表現(xiàn)於外的行為。2. 把已習(xí)得的觀念、事物、技術(shù)與方法，以新的方式加以 聯(lián)合與應(yīng)用的能力。 （Freeman, 1962）智力是什麼？先天或後天？1. 智力是個(gè)人適應(yīng)環(huán)境的能力2. 智力是學(xué)習(xí)的能力3. 智力是抽象思考的能力,（六）美國(guó)的教育目

8、標(biāo)內(nèi)容與結(jié)果是如何形成的？ 美國(guó)教育是複雜且隨著歷史一起進(jìn)展。一代代的用心的美國(guó)人，包括：政府官員、學(xué)校行政人員、教師、家長(zhǎng)、與國(guó)民，皆曾仔細(xì)的做了他們所要面對(duì)的決定。這些選擇顯現(xiàn)了我們社會(huì)的價(jià)值與全民對(duì)於教育與他們認(rèn)為重要的事之信念。我們現(xiàn)在所面對(duì)的就是這些選擇的結(jié)果。 我們或許可以正式地說，當(dāng)前的美國(guó)就是根深蒂固的信念與實(shí)踐，及在此系統(tǒng)內(nèi)許多時(shí)間點(diǎn)的短期選擇之累加。這些選擇，反映了深植於國(guó)民內(nèi)心深處的信念與價(jià)值。,六、教育的本質(zhì)與價(jià)值,(a) the teacher teaches and the students are taught; 老師教導(dǎo)，而學(xué)生被教導(dǎo)。 (b) the teac

9、her knows everything and the students know nothing; 老師知道所有的事，學(xué)生什麼都不知道。 (c) the teacher thinks and the students are thought about; 老師主動(dòng)思考，學(xué)生被動(dòng)思考。 (c) the teacher talks and the students listenmeekly; 老師說，學(xué)生溫順地傾聽。 (e) the teacher disciplines and the students are disciplined; 老師定規(guī)範(fàn)，學(xué)生被規(guī)範(fàn)。 (f) the teache

10、r chooses and enforces his choice, and the students comply; 老師作選擇，並增強(qiáng)其選擇，學(xué)生順從。,教育的本質(zhì)與價(jià)值,(g) the teacher acts and the students have the illusion of acting through the action of the teacher; 老師教學(xué)，學(xué)生則經(jīng)由教師的行動(dòng)，產(chǎn)生了對(duì)於行動(dòng)的幻象。 (h) the teacher chooses the program content, and the students (who were not consult

11、ed) adapt to it; 老師選擇課程內(nèi)容，學(xué)生並沒有被詢問就去適應(yīng)它。 the teacher confuses the authority of knowledge with his own professional authority, which he sets in opposition to the freedom of the students; 老師對(duì)於知識(shí)的權(quán)威與他本身專業(yè)權(quán)威的混淆，使得他與學(xué)生的自 由相違背。 (j) the teacher is the Subject of the learning process, while the pupils are m

12、ere objects. 老師是學(xué)習(xí)過程的主體，而學(xué)生只是客體。,上述的論點(diǎn)引自 Paulo Freire所著的一本書 Pedagogy of the Oppressed(1990),Highlights of the National Research Councils National Science Education Standards By: Kahle, Jane Butler, School Science and Mathematics ,May 96, vol.96, Issue 5 國(guó)家科學(xué)教育標(biāo)準(zhǔn)研究學(xué)會(huì)的重點(diǎn),What are the goals for K-12 Sc

13、ience? K-12 科學(xué)教育的目的是什麼?,The goals for school science that underlie the National Science Education Standards are to educate students who are able to: use scientific principles and processes appropriately in making personal decisions; experience the richness and excitement of knowing about and underst

14、anding the national world; increase their economic productivity; and engage intelligently in public discourse and debate about matters of scientific and technological concern,What are the principles underlying the National Science Education Standards? 國(guó)家科學(xué)教育標(biāo)準(zhǔn)所立基的原則是什麼?,All students will learn all s

15、cience in the content standards. All students will develop science knowledge as defined in the content standards and an understanding of science that enables them to use their knowledge as it relates to scientific, personal, social, and historical perspectives. Learning science is an active process.

16、 For all students to understand more science, less emphasis must be given to some science content and more resources, such as time, personnel, and materials must be devoted to science education. School science must reflect the intellectual tradition that characterizes the practice of contemporary sc

17、ience. Improving science education is part of systemic education reform.,How can the science standards be used in our communities? 要如何使科學(xué)標(biāo)準(zhǔn)用於我們的社區(qū)之中?,The National Science Education Standards offer our students and schools a coherent vision of what it means to be scientifically literate. They describ

18、e what all students must understand and be able to do as a result of their cumulative learning experiences at three level (K-4, 5-8, 9-12). They also provide criteria for judging the quality of programs, teaching, assessment, and the support that can provide opportunities for all students to learn.,

19、General Teaching Principles 一般教學(xué)原理,Less Emphasis On 少?gòu)?qiáng)調(diào) treating all students alike and responding to the group as a whole rigidly following curriculum focusing on student acquisition of information presenting scientific knowledge through lecture, text, and demonstration asking for recitation of acq

20、uired knowledge testing students for factual information at end of unit or chapter maintaining responsibility and authority supporting competition working alone,More Emphasis On 較強(qiáng)調(diào) understanding and responding to student interests, strengths, experiences and needs selecting and adapting curriculum

21、focusing on student understanding and use of scientific ideas and inquiry processes guiding and facilitating students in active and extended scientific inquiry providing opportunities for scientific discussion and debate among students sharing responsibility for learning with students supporting a c

22、lassroom community with cooperation, shared responsibility and respect working with colleagues to enhance the science program,Professional Development 專業(yè)成長(zhǎng),Less Emphasis On 少?gòu)?qiáng)調(diào) transmission of knowledge and skills learning science by lecture and reading separation of science and teaching knowledge s

23、eparation of theory and practice individual learning fragmented one-shot sessions courses and workshops reliance on external expertise staff developers as trainers teacher as technician teacher as consumer of knowledge about teaching teacher as follower teacher as an individual based in a classroom

24、teacher as target of change,More Emphasis On 較強(qiáng)調(diào) inquiry into teaching and learning learning science through investigations and inquiry integration of science and teaching knowledge integration of theory and practice in school collegial and collaborative learning long-term coherent plan variety of p

25、rofessional development activities mix of internal and external expertise staff developers as facilitators, consultants and planners teacher as intellectual, reflective practitioner teacher as producer of knowledge about teaching teacher as leader teacher as a member of collegial professional commun

26、ity teacher as source and facilitator of change,Assessment 評(píng)量,Less Emphasis On 少?gòu)?qiáng)調(diào) assessing what is easily measured assessing inert knowledge assessing scientific knowledge assessing to learn what students do not know assessing only achievement teacher assessment of students development of external

27、 assessments by measurement experts alone statistical validity,More Emphasis On 較強(qiáng)調(diào) assessing what is most highly valued assessing active knowledge assessing scientific understanding and reasoning assessing to learn what students do understand assessing both achievement and opportunity to learn stud

28、ents engage in self-assessment teacher involved in the development of external assessments consequential and face validity,Inquiry Science 探究式科學(xué),Less Emphasis On 少?gòu)?qiáng)調(diào) activities that demonstrate and verify science content investigations confined to one class period process skills out of context empha

29、sis on individual process skills such as observation or inference getting an answer science as exploration and experiment management of materials and equipment providing answers to questions about science content all students doing the same investigation, developing the same answer,individuals and g

30、roups of students analyzing and synthesizing data without defending a conclusion doing few investigations in order to cover large amounts of content concluding inquiries with the result of the experiment management of materials and equipment management of student behavior initial feedback on ideas a

31、nd quality of work from teacher private communication of student ideas and conclusions to teacher relationship of concepts and skills within one current activity,More Emphasis On 較強(qiáng)調(diào) activities that investigate and analyze science questions investigations over extended periods of time process skills in context using multiple process skills-manipulation, cognitive, procedural using evidence and strategies for developing or revising an explanation science as argument and explanation collecting and analyzing data communicating sc