Applications of the Sociocultural Theory to the General Education in Taiwanese Universities

社會文化理論在通識教育中之應用

10.7042/JYDXTSXB.200412.0237

吳靜芬(Ching-Fen Wu)

維多思基 ； 社會文化理論 ； 通識教育 ； 媒介作用及潛在發展區 ； Vygotsky ； sociocultural theory ； general education ； mediation ； and zone of proximal development ZPD

嘉義大學通識學報

2期（2004 / 12 / 01）

237 - 256

英文

台灣在大學的通識教育有兩個共同目標：增進學生之思考能力及加強與人溝通能力。基於這兩個目標，作者認為維多思基的社會文化理論適合為台灣通識教育之課程設計提供一個理論架構，原因是此理論強調「媒介工具」與「有經驗之他人」在人類思考過程中的重要性，並且，此二者皆能增進大學生之思考及溝通的能力。作者在本文首先介紹社會文化理論中幾個與通識教育相關的觀念，這些觀念包括媒介作用，私人言語，鷹架作用，及活動理論。而基於這些觀念，作者建議在通識課程中應溶入以下的教學精神：整體知識教學、思考工具的應用、解決問題技能的訓練及同儕合作的上課結構。

The two major themes of the general education missions in Taiwan are to expand university students' thinking capacity and to develop their ability of interacting with others. Based on the missions, the author argues that Vygotsky's sociocultural theory is appropriate in providing a theoretical framework for the curriculum and course design of the general education in Taiwan because this theory stresses that the importance of mediating tools, material and psychological, and experienced others in human beings' learning. Both mediating tools and experienced others help to expand students' thinking capacity. The tenets that are important for the general education are reviewed in this paper. They include the concepts of mediation, private and inner speech, regulation and scaffolding and zone of proximal development, and the activity theory. The implications of these tenets to the general education are also discussed in the following themes: teaching holistic knowledge, teaching thinking tools and problem-solving skills, peer scaffolding and collaborative learning.

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