評析庶民教學觀四分說之所本、確立及其有關問題

A Critical Analysis of the Origin, Establishment, and Related Issues of the Four Models of Folk Pedagogy

10.6384/CIQ.202304_26(2).0004

單文經(Wen-Jing Shan)；羅逸平(Yi-Ping Lo)

J. S. Bruner ； 庶民心理學 ； 庶民教學觀四分說 ； 教學改革 ； J. S. Bruner ； folk psychology ； four models of folk pedagogy ； pedagogical reform

課程與教學

26卷2期（2023 / 04 / 01）

91 - 122

繁體中文;英文

本文旨在分析J. S. Bruner等人提出的庶民教學觀四分說之所本、確立及其有關問題，並評述其學術價值與實用意蘊。本文先論列庶民教學觀四分說係以文化學習三分說為本的緣由、文化學習的要件及其個體發育學的解析，次為確認庶民心理學與庶民教學觀之關聯，並扼要敘述四種庶民教學觀的意義與內涵。接著，解說庶民教學觀之間所呈顯的轉變現象、相互衝突等問題。其後，就四分說作兩點評述：其學術價值在於：融匯新舊理論而成獨創一格的學說；其實用意蘊則提示：若欲施行教學改革，須先理解師生的庶民教學觀。最後，回顧本研究之所得，進而指出未來的研究方向。

This paper aims to analyze the origin, establishment, and related issues of the four models of folk pedagogy (4MoFP) introduced by J. S. Bruner and colleagues, and to evaluate its academic values and practical implications. Firstly, this paper discusses the reasons why the 4MoFP is based on the three-part theory of cultural learning, the essential components of cultural learning, and its analysis in terms of individual development. Secondly, the paper confirms the relationship between folk psychology and the 4MoFP, and briefly describes the meaning and connotation of the 4MoFP. Then, the paper explains the changes and conflicts that have arisen between the models in the 4MoFP. Furthermore, two evaluations of the 4MoFP are given: the first is its academic value, which lies in its unique combination of old and new theories; the second is its practical implication, which suggests that to implement educational reforms, it is necessary to first understand the folk pedagogy of both teachers and students. Finally, the paper summarizes the research findings and suggests directions for future research.

1. 冀劍制(2010)。論耐格對意識問題的觀點。思與言，48(3)，97-130。
   連結：
2. Barrett, T. S.(1997).Virginia Polytechnic Institute and State University.
3. Bruner, J. S.(1960).The process of education.Harvard University Press.
4. Bruner, J. S.(1983).Child’s talk.W. W. Norton.
5. Bruner, J. S.(1961).The act of discovery.Harvard Educational Review,31,21-31.
6. Bruner, J. S.(1966).Toward a theory of instruction.W. W. Norton.
7. Bruner, J. S.(1996).The culture of education.Harvard University Press.
8. Bruner, J. S.,宋文里（譯）(2018).教育的文化：文化心理學的觀點談敎育的本質.遠流.
9. Cuban, L.(1993).How teachers taught: Constancy and change in American classrooms, 1890-1990.Teachers College Press.
10. Dewey, J. (1913). Interest and effort in education. In L. Hickman (Ed.), The Collected Works of John Dewey, 1882-1953. Intelex Corp.
11. Ilić, M.,Bojović, Ž.(2016).Teachers' folk pedagogies.Journal of Arts and Humanities,5(9),41-52.
12. Jackson, P.(1986).The practice of teaching.Teachers College Press.
13. James, W. (1899). Talks to teachers. W. W. Norton.
14. Kang, H. -S.(2015).Future of school curriculum design based on the Bruner’s folk pedagogy.Advanced Science and Technology Letters,103,266-270.
15. Kang, H. -S.(2014).Curriculum design and pedagogy based on Bruner’s narrative.Advanced Science and Technology Letters,59,113-116.
16. Katz, M.(1968).The irony of early school reform: Educational innovation in mid-nineteenth century.Harvard University Press.
17. Katz, S.(2000).Competency, epistemology, and pedagogy: Curriculum holy trinity.The Curriculum Journal,11,133-144.
18. Nagel, T.(1986).The view from nowhere.Oxford University Press.
19. Olson, D.(2003).Psychological theory and educational reform: How school remakes mind and society.Cambridge University Press.
20. Olson, D.(2007).Jerome Bruner. The cognitive revolution in educational theory.Continuum.
21. Olson, D. R.(Ed.),Torrance, N.(Ed.)(1996).Handbook of education and human development.Blackwell.
22. Olson, D. R.,Katz, S.(2001).The fourth folk pedagogy.Understanding and teaching the intuitive mind
23. Popper, K.(1972).Objective knowledge: An evolutionary approach.Clarendon Press.
24. Sanders, K.,Boustedt, J.,Eckerdal, A.,McCartney, R.,Zander, C.(2017).Folk pedagogy: Nobody doesn't like active learning.Proceedings of the 2017 ACM conference on international computing education research
25. Strauss, S.(2001).Folk psychology, folk pedagogy and their relations to subject matter knowledge.Understanding and teaching the intuitive mind
26. Tomasello, M.,Kruger, A. C.,Ratner, H.(1993).Cultural learning.Behavioral and Brain Sciences,16(3),495-511.
27. Torff, B.(1999).Tacit knowledge in teaching: Folk pedagogy and teacher education.Tacit knowledge in professional practice: Researcher and practitioner perspectives
28. 王俊斌（2012）。教育論；教育學；教學論。國家教育研究院雙語詞彙。https://terms.naer.edu.tw/detail/1453876/。
29. 吳清山,林天佑(2010)。庶民教育。教育資料與研究雙月刊，92，213-214。
30. 周作宇(2021)。民間教育學：泛在的教育學形態。教育研究，2021(8)，53-75。
31. 林敏宜,簡淑真(2011)。幼兒心智言談研究及其對教育的啟示。幼兒教育，304，43-55。
32. 柴成瑋(2013)。國立臺灣師範大學。
33. 張淑玲(2016)。論課程實踐的庶民教育學－以德國五所幼兒園為例。樹人學報，13，105-113。
34. 曹文明,Mashkina, O. А.(2015)。論布魯納的民間教育學。外國教育研究，42(3)，13-20。
35. 陳佩英,許美鈞,黃靖維(2022)。變革敘事探究：在地轉化 NPDL 素養教育之政策學習。教育研究月刊，339，4-21。
36. 潘慧玲(1994)。角色認取的探討。教育研究集刊，35(3)，193-207。
37. 潘慧玲(2021).教育論文格式.雙葉.