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篇名 |
教師的課程理論化:從詩性智慧到A/r/t
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並列篇名 | An Alternative Approach to the Curriculum Theorizing of Teachers |
作者 | 歐用生 |
中文摘要 | 過去,教師在課程理論化方面多採取認識論或方法論的觀點,結果課程理論無法與實際產生辯證關係,教師亦不能發展自己的實踐智慧。最近詩性智慧和A/r/t的概念企圖依據存有論的典範,從詮釋學、美學和藝術的觀點,探討教師課程理論化的新途徑。本文主要探討詩性智慧和A/r/t的概念及其內涵,並由此提出存有論的辯證觀,以作教師課程理論化的另一途徑。 |
英文摘要 | Traditionally, the ways of how teachers theorize their curriculum practices were usually developed through the epistemological and methodological approaches. However, the dialectical relationship between curriculum theory and practice seemingly never happened through these approaches while teachers theorized their curricula. Based on the ontological paradigm, such as those of hermeneutics, aesthetics, and view of arts, an alternative approach to teachers’ curriculum theorizing might be developed through the concept of mythopoetic and a/r/tography (A/r/t). Focusing on the dialectic between theory and practice, this study attempts to explore the concepts of mythopoetic and A/r/t, and discusses the implication on the curriculum theorizing of teachers. |
起訖頁 | 015-030 |
關鍵詞 | 辯證、存有論、詩性智慧、遊藝誌、dialectic、ontology、mythopoetic、a/r/tography (A/r/t) |
刊名 | 教育學報(香港) |
期數 | 201208 (40:1-2期) |
出版單位 | 香港教育研究所 |
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| 課程研究範式:量性研究和質性研究之整合 |
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| 課程美學研究在台灣:議題與問題 |