学童语文知识的建构历程与途径.docVIP

Asia University, Taiwan Shen-Fei Chen 從教室言談看學童語文知識之建構─ Vygotsky社會建構取向 摘要 本文以Vygotsky社會建構論作為語文學習的理論背景，並從教室言談的角度，分析學童語文知識的建構方式與歷程。國內有關社會建構理論的論述與研究不在少數，但針對教室言談所進行的研究並不多。研究者認為教室言談的營造有助於改善教學現況，特別是針對社會建構學習理念而言，能具體呈現學童的知識建構方式與歷程。本研究採用教室觀察法，研究樣本為鄉村學校的國小二年級學生，由研究者與教學者合作營造語文教室言談與知識建構。 透過教學實例的言談分析，本研究發現：一、教室言談有助於學童語文知識的理解與內化；二、教室言談提供學童語文知識分享的機會；三、學童語文知識的建構途徑包括模仿、推論與重組；四、教室言談展現學童知識建構之歷程；五、教室言談植基學童的生活經驗。 關鍵字：教室言談、社會建構主義、語文教學、知識建構、維高斯基 The process of knowledge construction of children in Language Art classroom discourse-Vygotsky social constructivist approach Abstract The main purpose of this study was to analyze how children to construct their knowledge of Chinese language art. In order to show the process of knowledge construction of children, the researcher considerably concerned about classroom discourse. About teaching research, many researchers applied social constructivist in their studies, but few focused on classroom discourses. The social constructivist was explored in a second grade class. Classroom observation was conducted to collect data for the understanding of students’ knowledge construction. The findings of this study are as follows: Classroom discourses could improve students’ language knowledge comprehension. Classroom discourses could increase the opportunities for knowledge-sharing. The ways students used to construct their language knowledge include modeling, reasoning, and reconstructing. In classroom discourse, we could find the process of knowledge construction of children. Classroom discourses were build on students’ experience. Keywords: Classroom discourse, social constructivist, Language Art teaching, knowledge construction, Vygotsky. 壹、前言 近來課程改革對基層教育所帶來的震撼，以及對教師習以為常的教學方式所產生的衝擊，似乎相當地劇烈與沈重。在這一波波的改革浪潮裡，雖有不同的教育口號與訴求，但以學童為中心的思想可說是共同的訴求之一。進而言之，改革除了在教材上與制度上有明顯的改變外，教室內師生關係的轉變是教師必須先釐清之處。同時，教師更需深切體認此種關係的轉換，在教學上應採取何種教學策略與措施方能因應。就學童中心的教育立場而言，傳統裡典型的教學形態─老師講，學生聽，並不甚符合此一教育觀之價值信念。而且我們很難在此教學形式下，深入了解學童對知識概念的真正想法。那麼學童的想法或意見真的這麼重要嗎？如果教育的價值並不在於灌輸與堆積，那麼學