建構數學的困境與新境：批判與重建建構主義的教學實踐

The Predicament and New Condition of Constructive Mathematics-critic and Reconstruction of Constructive Pedagogy Practice

10.7038/BREE.200312_(11).0009

蔡明哲(Ming-che Tsai)

建構數學 ； 建構主義 ； 知識論 ； constructive mathematics ； constructivism ； epistemology

國民教育研究集刊

11期（2003 / 12 / 01）

149 - 165+167

繁體中文

「建構數學」課程近來出現許多批判與反省的聲音，這波熱潮對建構主義的實踐者深具意義。本文試圖反思建構主義的知識論重建建構主義的教學實踐。首先解析建構數學背後單一學派意識型態的運作，使實際的教學運作只有「解構」而沒有「重構」。其次批判反思建構主義知識論中知識真理、相互主觀性、主動建構等議題。第三從教學實際層面，詮釋建構所指的心理運思是有層次和續局的，應致力提昇兒童的建構層次，提供最大的學習機會。最後以教室場域重建建構主義的教學實踐。建構主義課程必須由教師自行建構，同時在知識文化的社群中，精鍊各種差異主張的敏感性。兼顧主體在自我反省與社群調節中創塑意義。

The constructive mathematics curriculum implemented in elementary schools from 1995 is nowadays under pressure of critic and reflection. This rush wave is indeed meaningful for the constructivist. This paper tries to reflect the theory of epistemology and methodology of constructivism, to offer suggestion toward the holistic approach of mathematical education and reconstruct the pedagogy practice of onstructivism. First, toexplore the operation of single paradigm ideology. Secondly, to discourse these controversial thesis such as: knowledge truth, subjectivity and intersubjectivity and the implication of active construction. Thirdly, to interpret the psychological operation indicated by constructivist is gradualand continuous. Teachers should try to promote children's constructive grade and offer them the maximal learning opportunities. Finally, to recite that professional teaching depends on the context of classroom and peculiarity of students to surmount predication. The constructive teaching is that teachers have to construct by themselves, to cultivate sensitivity about different statements, to pursuit the intersubjective meaning of integration and complement.

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