綜合活動之批判性建構教學

Critical Constructive Instruction of Integrated Activities

10.6384/CIQ.200404.0057

洪久賢(Jeou-Shyan Horng)；蔡長艷(Chang-Yen Tsai)

批判思考 ； 教學 ； 綜合活動 ； Critical Constructive Instruction

課程與教學

7卷2期（2004 / 04 / 01）

57 - 74+188

繁體中文

綜合活動課程可透過批判性建構教學之辯證、對話、合理質疑、敏銳觀察、分析比較、邏輯推理、解決問題、創造、自省等思考歷程，使學生從行動中體會活動中的自己，主動建構個人意義，培養實踐生活知能所帶得走的能力。教師是教學的輔助者、促進者、詮釋者、教學環境設計者、班級經營者、教材提供者、引動學習的中介者等「推手」角色。學生是學習的主體、教學情境中的主角，知識與意義的詮釋者、創造者、發明者，與問題的探究者。師生均為獨立自主的個體，其有各自的思考，在教學的歷程中，同儕與師生關係是合作互動關係。批判建構取向的課程設計原則包括：學習者為課程的主體、生活經驗為起點、問題解決的教材、過程導向的設計、科際統整的組織，以及多元化的真實評量。

The purposes of Integrated Activity are to help students explore themselves in activities, actively construct the meaning of individual and life, and cultivate life skills. To achieve the purposes mentioned above, curricula of Integrated Activities must be designed upon the framework of critical constructive instruction, whose instruction process is composed of dialectic, dialogue, rational questioning, sensitive observation, analytical comparison, logical reasoning, problem solving, creation, and reflection. The body of the instruction is students. Students participate in instruction, interpret the information they receive, create and invent new meanings of what they learn and investigate problems interesting to them. During the process, teachers act as facilitators, stimulators, interpreter, classroom managers, lesson planners, and teaching material providers. Each teacher and student thinks independently and acts cooperatively during the learning process. To best design critical constructive curricula of Integrated Activities, the following principles must be taken into account: Lesson plans are derived from life experiences, process-oriented curricular design, and problem solving oriented instruction, interdisciplinary instruction, and multiple authentic evaluation.

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