閱讀全文 | |
篇名 |
bell hooks 的交融教育學及其實踐取向之探討
|
---|---|
並列篇名 | A Study of bell hooks' Engaged Pedagogy and The Approaches of Practice |
作者 | 郭丁熒、施惠文 |
中文摘要 | 本研究旨在探討bell hooks的交融教育學〈engaged pedagogy〉及其實踐取向。經採文獻探討,本研究首先介紹bell hooks的生平概略;其次,探討交融教育學之意涵;復次,藉由探討批判教育學、多元文化理論,和女性主義理論等相關理論,以了解交融教育學的理論根源;接著,探討交融教育學的五項要素,包括「知識概念化」、「連結理論與實踐」、「學生增能」、「多元文化」、「熱情」;並釐清交融教學中教師進行轉化教育的3C策略〈關懷、關注、關聯〉;最後,則根據教育學的五項要素及3C策略所建構之雙向細目表為架構,進一步提出實踐交融教育學的十五項途徑,以最為未來應用之基礎。 |
英文摘要 | The purpose of this study is to explore bell hooks' Engaged Pedagogy and the approaches of its practice in education. There are six sections included in the study. The first section is an introduction to bell hooks. In the second section, the meaning of Engaged Pedagogy is explored. Next, critical pedagogy, multicultural theory and feminist theory are introduced in the third section in order to better understand the theoretical background of the Engaged Pedagogy. Then, the five main components of Engaged Pedagogy are explored in section four. The fifth section includes the clarification of 3C strategies. In the final section, 15 approaches for applying the Engaged Pedagogy to education based on the five components and 3C strategies are explored. |
起訖頁 | 141-170 |
關鍵詞 | 關聯、關注、關懷、交融教育學、concern and connection、care、Engaged Pedagogy |
刊名 | 臺東大學教育學報 |
期數 | 200706 (18:1期) |
出版單位 | 國立臺東大學師範學院 |
該期刊 上一篇
| 社會網絡、學校教學品質與學校滿意度之關連性:以台灣地區大學生為例 |