美国初等教育中建造主义实践的初探.docVIP

PAGE PAGE 1 美國初等教育中建造主義實踐之初探 許惠美 佛光大學學習與數位科技學系 hmhsu@.tw 摘要 本文旨在探討建造主義在美國初等教育的實踐，透過文獻閱覽，介紹建造主義的源起、與建構主義的關係、科技觀點、支持建造主義的電腦學習環境以及相關研究。建造主義的重要倡議者為美國麻省理工學院山繆．派特教授，它承襲建構主義的學習觀點，但是強調在學習過程中，學生應該透過建造外在、可分享的人造物與知識建立個人關係。建造主義認為電腦是一項思考工具，以資訊融入方式進行教學，但電腦僅是一項過渡物體，本身無法帶來教育上的進步。支持建造主義的電腦環境包括早期的LOGO與目前的Scratch，提供學習者透過程式設計的方式，建構個人化的知識再現。建造主義的概念，在美國初等教育的重要實踐包括早期的教學軟體設計專案以及目前的遊戲設計研究。 關鍵詞：建造主義、資訊融入教學、初等教育 The Realization of Constructionism in American Elementary Education Hui-Mei Hsu Department of Learning and Digital Technology Fo Guang University Abstract The purpose of this paper is to examine the realization of constructionism in American elementary education. Literature is widely reviewed to investigate the origin of constructionism, its relation with constructivism, its view on computers, constructionistic computer-mediated environments and related studies. Professor Seymour Papert at Massachusetts Institute of Technology is the key proponent of constructionism. Constructionism inherits the concept of learning from constructivism, but it emphasizes building external, sharable artifacts and personal relationship with knowledge in the process of learning. Constructionism regards the computer as a tool that learners can think with and can be integrated into instruction. Constructionism, however, believes that the computer is a transitional object and will not bring about improvements in education. The computer environments supporting constructionism include LOGO and Scratch. They enable learners to construct personal representations of knowledge via programming. Specific research studies in the context of elementary education include Instructional Software Design Project and studies on game design. Keywords: Constructionism, technology integration, elementary education 壹、緒論 資訊融入教學是各國政府教育改革的主軸，審視美國近二十年來的教育科技政策，Culp、Honey與Mandinach（2003）發現從1983年聯邦政府《國家在危機中》（A nation at risk）報告中，即要求中學畢業生需具有電腦科學能力，而20年後的《不讓孩子落後法案》（No Child Left Behind Act，NCLB）中，也建議八年級學生必須具有充份的資訊素養，並且重覆強調資訊科