詮釋現象學對數位學習之啟示

The Enlightenment of Hermeneutic Phenomenology on e-Learning

朱家煦(Chia-Hsu Chu)

詮釋現象學 ； 數位學習 ； 新冠肺炎 ； Hermeneutic Phenomenology ； e-Learning ； Covid-19

育達科大學報

49期（2021 / 06 / 01）

63 - 75

繁體中文

隨著新冠肺炎（Covid-19）的蔓延，全球興起一股數位學習的潮流，在此風潮之中，教學活動不再受限於時間、地點，而隨著資訊傳播科技的日趨成熟，因此，不僅數位資訊融入教學成為趨勢，教學者所引用的教材、學習者所接觸到的學習對象也變的更加多樣化。本研究以詮釋現象學的觀點為出發，分析教學者、學習者與教材間的產生隔閡的可能性，並應用於數位學習的反思之中。首先，陳述本文的問題意識與研究背景；其次，探討語言在教學中的角色與功能；第三，探討詮釋現象學對現代教學者的啟示；第四，探論詮釋現象學對數位學習的啟示；最後，提出相關結論與建議，期待對日後研究有所助益。

With the spread of Covid-19, a wave of e-learning has emerged in the world. In this wave, teaching activities are not limited by time and place any more, but as information communication technology matures and popularized. Not only the integration of digital information into teaching become a trend, but also the teaching materials cited by teachers and the learning objects that learners are exposed to have become more diverse. This study try to analyze the possibility of gaps between teachers, learners and teaching materials by the perspective of interpreting phenomenology, and applies them to the reflection of e-learning. First, describe the problem awareness and research background of this topic; second, discuss the role and function of language in teaching; third, discuss the enlightenment of hermeneutic phenomenology on modern teachers; fourth, explore the enlightenment of hermeneutic phenomenology on digital learning. Finally, put forward relevant conclusions and recommendations, and look forward to future research.

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