期刊目錄列表 - 61卷(2016) - 【教育科學研究期刊】61(2)六月刊(本期專題:師資培育:檢討、成效與前瞻)

(專題)Dewey良師論與職前師培課程主張評析 作者:單文經(中國文化大學師資培育中心)

卷期:61卷第2期
日期:2016年6月
頁碼:1-28
DOI:10.6209/JORIES.2016.61(2).01

摘要:
本研究旨在探討與評論J. Dewey對於良師及如何以職前師培課程養成如此良師的看法。研究者進入有關文獻,理解其內涵、探討其意蘊,並評析其主張,藉以獲致啟示。在說明研究緣起、文獻回顧與研究問題後,本研究先由三方面解析其良師論,再據以說明其職前師培課程的理念與作法。隨後,研究者在評析Dewey主張的特點與可資商榷之處後指出,時下良師除應教導學生運用思考方法解決各種問題之外,尚須引領學生妥予面對難以解決的人生困境;而執事者有鑑於過往職前師培課程內涵有偏重理論層面之虞,乃有轉而加強實務層面的趨勢,但應注意切勿矯枉過正,輕忽了確能適切引導實務改進的理論。
 

關鍵詞:良師、理論與實務、職前師培課程、J. Dewey

《詳全文》 檔名

參考文獻:
  1. 王清思(2008)。教育理論與實務的關係:剖析杜威對師資培育的看法及其對現今的啟示。初等教育學刊,31,13-33。【Wang, C.-S. (2008). The gap between theory and practice in education: Exploring Dewey’s views of teacher education and their implications for today. Journal of Elementary Education, 31, 13-33.】
  2. 左嘉琳(2004)。杜威教師觀及其對我國的啟示。高校社科信息,2004(5),14-18。【Juo, J.-L. (2004). John Dewey’s views on teacher and its implications for our country. Social Sciences Information in Higher Education, 2004(5), 14-18.】
  3. 江婕、周清明(2010)。杜威教師觀的啟示。吉林廣播電視大學學報,99,86-87。【Jiang, J., & Chou, C.-M. (2010). John Dewey’s views on teacher and its implications. Bulletin of Chi-ling University of Television, 99, 86-87.】
  4. 吳俊升(1960)。杜威教育思想的再評價。新亞書院學術年刊,2,1-28。【Ou, T.-C. (1960). An reevaluation of John Dewey’s thoughts on education. Academic Annual, 2, 1-28.】
  5. 李奉儒(2003)。從教育改革的批判談教師作為實踐教育正義的能動者。臺灣教育社會學研究,3(2),113-150。【Lee, F.-R. (2003). Teachers as agents to perform justice-based educational reform. Taiwan Journal of Sociology of Education, 3(2), 113-150.】
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中文APA引文格式
單文經(2016)。Dewey良師論與職前師培課程主張評析。教育科學研究期刊61(2),1-28。doi:10.6209/JORIES.2016.61(2).01
APA Format
Shan, W.-J. (2016). Critical Analysis of J. Dewey’s Thoughts on Good Teachers and the Preservice Teacher Education Program. Journal of Research in Education Sciences, 61(2), 1-28. doi:10.6209/JORIES.2016.61(2).01

Journal directory listing - Volume 61(2016) - Journal of Research in Education Sciences【61(2)】June (Special Issue: Teacher Education: Reflection, Effect, and Prospect)

(Special Issue) Critical Analysis of J. Dewey's Thoughts on Good Teachers and the Preservice Teacher Education Program Author: Wen-Jing Shan (Center for Teacher Education, Chinese Culture University)

Vol.&No.:Vol. 61, No. 2
Date:June 2016
Pages:1-28
DOI:10.6209/JORIES.2016.61(2).01

Abstract:

This paper critically analyzes J. Dewey's thoughts on good teachers and preservice teacher education programs. The content, meanings, and theories of Dewey's thoughts are reviewed from his writings and related literature to determine their implications. After explaining the background and primary research tasks, this paper explains Dewey's thoughts on good teachers in three dimensions. Subsequently, his ideas and approaches concerning preservice teacher education programs are delineated. By describing the features and points of Dewey's thoughts that require reconsideration, the findings show that, at present, good teachers should teach students not only how to perform problem solving, but also how to address challenges caused by unsolved predicaments. Furthermore, the author suggests that in preservice teacher education programs, teacher educators should not overemphasize practice and dismiss theories. Although theories have been overvalued in the past, they should still be used to guide teachers’ practices while teachers attempt to improve their teaching competence.

Keywords:good teachers, theory and practice, preservice teacher education program, J. Dewey