再概念化教學－敘事取向

Re-Conceptualizing Teaching Methods-A Narrative Approach

10.6384/CIQ.200604.0075

阮凱利(Kai-Li Ruan)

敘事教學 ； 學校實踐 ； Narrative teaching ； school practice

課程與教學

9卷2期（2006 / 04 / 01）

75 - 87

繁體中文

教學不只是應用學習理論或強調成就表現而已，更重要的是對人類複雜文化的習得與創造的過程；教師與學生應該是教學的主體，而非符應學術理論的客體。本文提出以「敘事」作為對教學進行再概念化的途徑，敘事像是一張地圖，指引我們看到教學裡的高山和深谷；敘事模式的思維，可以讓師生在教學的歷程中，繪製屬於自己的位置與網絡，建構對世界的看法；敘事的情感讓教學成為一種生命的陪伴與呼喚。經由敘事，我們可以得到教學的新概念－是一種生命交遇、移情想像、政治理解與教育創造的教學。

In the world of public schooling we rarely hear the voices of the most essential players: students and teachers. They are often mere shadows, as other people define their roles for them, describe them and make what amounts to very definitive interpretations about their natures without actually having seen the students or teachers who cast those shadows.In many schools we are preoccupied with the formal criteria of ”performance” and with the bureaucratic demands of education as an institution. In doing so, we have neglected the personal side of education. ”Teaching experts” come from outside, and it is now time to re-think, reflect, evaluate, and modify our work.Metaphorically speaking, narrative should be viewed as a map, which allows one to see the layout of the terrain from above, so that mountains can be seen as bounded rather than insurmountable obstacles, and valleys can be seen as finite rather than as inescapable chasms. It is certainly true that numerous and various landscapes of teaching have come into much clearer view through the assistance of a narrative strategy.The mode of narrative thinking and feeling helps children and teachers create a new vision of the world, a world, with which they are intimately connected. Education is not simply a technical matter of information process managing, nor one of using ”learning theories” or the ”subject achievement testing”. It is a complex pursuit of linking a culture to its society.Through narrative we get a new concept in teaching practice.

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