Concept-based Inquiry Teaching: Bruner and Taba’s Thoughts
The purpose of this paper is to discuss the teaching structure of subject knowledge structure that Bruner pays attention to, as well as the Concept-based of Taba, while paying attention to inquiry teaching and discussing the history of thought. The reason why this discussion is necessary is because as the author of the field teacher, I feel that this conceptbased inquiry teaching seems to be one of the innovations of the 108 curriculum. This article tries to focus on Bruner and Taba, hoping to explore the development of the concept-based inquiry teaching method from the perspective of the history of inquiry teaching. The full text is divided into four sections. The preface analyzes the fracture problems in the American education field in the 1960s and clarifies the background of the development of educational thought at that time. The second section analyzes the relationship between Bruner’s attentional subject knowledge structure and his inquiry teaching process. The third section analyzes the educational ideas and influence of Taba’s concept-based inquiry teaching. The conclusion re-emphasizes that in the face of the challenges of globalization and the Internet in the new era, it is necessary to abandon the teaching of many irrelevant and broken knowledge, and to pursue the concept-based inquiry teaching.
|關鍵詞||Bruner、Taba、知識概念、探究教學、Bruner、Taba、knowledge concept、inquiry teaching|