:::

詳目顯示

回上一頁
題名:敘事觀點的教學再概念化
作者:阮凱利 引用關係
作者(外文):Juan Kai-Li
校院名稱:國立臺北教育大學
系所名稱:課程與教學研究所
指導教授:歐用生
學位類別:博士
出版日期:2007
主題關鍵詞:敘事教學再概念化知識主體文化narrtaiveteachingre-conceptualizeknowledgeidentityculture
原始連結:連回原系統網址new window
相關次數:
  • 被引用次數被引用次數:期刊(1) 博士論文(5) 專書(0) 專書論文(0)
  • 排除自我引用排除自我引用:1
  • 共同引用共同引用:0
  • 點閱點閱:164
摘 要
本文以「敘事」觀點,從知識、主體與文化三方面對教學進行再概念化。研究後發現:首先,「敘事」作為一種教學「關係」的形式:包括人與知識、自我與他者、教師與學生、個人與群體、以及文化典範之間的適應與轉化;教學要從這些關係的重建中,去解除既有的界限,繼而獲得新的理解與接納,創造一個不斷再生的生命。所以「教學」是迴遞式的,是視野交融的教學;是傳記的教學。其次,將「敘事」作為一種思考途徑與知識建構的方法,教學不是循著舖設好的知識道路進,更需要自己去找到回家的路;教學要使師生兩人都有能力從傳統、現在與未來,為自己定義、為別人喝采。是以,教學是「轉捩點」、「小說式」的,是對於詩性智慧的啟發。最後,教學是一種「蕃薯藤」式的,要讓人們超越庶民教育學的限制,以「理解、分享視野與文化」作為教學的中介,這是文化理解-回應的教學。敘事觀點的教學是一種自由精神的教學,教師與學生都能明白並決定以什麼樣的聲音,什麼樣的姿態及價值,存在於此。
關鍵詞:教學、敘事、再概念化、知識、主體、文化
Abstract
This research is re-conceptualizing teaching with narrative view from knowledge, identity and culture. Firstly, The teaching as the form of “relation reconstruction”, we would went to remove the demarcation that has already had, then obtained new understanding and admittance from the reconstruction of these relations. So teaching is recursive, horizon fusion, and biography. Secondly, narrative will be a method and way to construct as a kind of thinking and knowledge, teaching is not to follow the laying road, but find the way home by oneself. Teachers and students they both have capable to define for each other. So teaching is “turning point”, “small narrative” and inspires us to intelligent of poesy. Finally, teaching is a kind of sweet-potato rattan way and culturally to understanding and responsive. We must beyond folk pedagogy, hear and see the harmony that difference brings, and then transforms teaching into culture energy. In the view of narrative, teaching is about the liberal spirit make teachers and students to know and decide on what reason we are here.
Keyword:Teaching, Narrative, Re-conceptualize, Knowledge, Identity, Culture
參考書目

中文部分:
王建元(2001)。文學文化與詮釋。台北:書林。
王紅宇譯(1999)。後現代課程觀。臺北:桂冠。原著Doll, W. E. (1993). A post- modern perspective on curriculum.
王鳯仙(2000)。國小教師道德科實踐知識之個案研究。國立台北師範學院課程與教學研究所碩士論文。未出版。
石之渝(2003)。社會科學研究的主體與目的:知識論的反思。載於哲學與文化,30(3),pp.135-154。
朱光潛譯(1987)。新科學。原著:Vico, G.。臺北:駱駝。
朱元鴻(2000)。我們活在不同的世界:社會學框作筆記。台北:唐山。
成令方、林鶴玲譯(2003)。見樹又見林:社會學作為一種生活、實踐與承諾。台北:群學。原著:Johnson, A.G. (1997). The forest and the trees: Sociology as life, practice, and promise.
曲春景、耿占春(2005)。敘事與價值。上海:學林。
池叔華(2000)。國小低年級教師綜合活動課程的實務知識之研究。台北師範學院課程與教學研究所碩士論文。未出版。
李幼蒸譯(1984)。歷史的話語。載於張文傑編譯現代西方歷史哲學譯文集。原文Barthes, R. (1967). Social science information, Vol.VI (1967) pp.65-75。
李幼蒸譯(1991)。寫作的零度。臺北:桂冠。原著Roland Barthes(1967)。
李文彬譯(2002)。小說面面觀。臺北:志文。原著Forster, E. M. (1927). Aspects of the novel.
李文富(2003)。存有論在教育研究方法論的意涵---以海德格與布爾迪厄為中心的初步討論。載於國民教育研究學報,11期,169-188。new window
李執中、杜文仁譯(1993)。科學方法新論。臺北:桂冠。原著:Goldstein, M. (1978). How we know:An exploration of the scientific process. New York: Plenum Press.
李維譯(2000)。思維與語言。臺北:昭明。
李美枝(2003)。理性與感性:人的雙面。載於應用心理研究,第17期,1-5頁。
李河(1998)。文化是一個故事。台北:書林。
何衛平(2002)。高達美。臺北:揚智。
何粵東(2001)。眾聲喧嘩與獨白:敘說學校生活故事。屏東師範學院國民教育研究所碩士論文。未出版。
宋文里譯(2001)。教育的文化(The culture of education)。臺北:遠流。
沈清松(1984)。解除世界魔咒。臺北:時報文化。
沈清松(1999)。文化的生活與生活的文化。台北:立緒。
沈清松(2000)。呂格爾。臺北:東大圖書。new window
阮凱利(2001)。理論與實踐的辯證---國小教師實踐知識之敘說性研究。國立臺北師範學院碩士論文。未出版。
杜宜儒(2005)。愛與勇氣---一位國小男性教師的敘說探究。國立屏東教育大學教育行政研究所碩士論文。未出版。
余安邦(2005)。人、詩意地、棲居…「社區教師」做為一種典範形式。載於教師天地,138期,25-30。
余德慧(2001)。詮釋現象心理學。台北:心靈工坊。new window
余華(1998)。我能否相信自己。人民日報出社。
余惠珍(2005)。傷口上的蝴蝶結---師生文化差異與生命經驗的跨越。國立花蓮教育大學多元文化研究所碩士論文。未出版。
何縕琪(2007)。觀照文化差異的教學:文化回應教學。載於教育研究月刊,157期,54-67。new window
吳康譯(1999)。心理類型。臺北:桂冠。
吳程遠譯(2005)。這個不科學的年代。臺北:天下遠見。原作者:Richard Feynman。
吳慧貞譯(2001)。故事的呼喚。臺北:遠流。原著:Coles, R. (1989). The Call of Story.
吳靖國(2004)。詩性智慧與非理性哲學--對維柯《新科學》的教育學探究。台北:五南。
吳臻幸(2000)。我的班、我的故事---國小導師形塑班風歷程的敘說性研究。國立台北師範學院課程與教學研究所碩士論文。未出版。
林安悟(2003)。主體就在變化歷程中。載於應用心理研究,第17期,19-24頁。
林宏濤譯(1995)。詮釋的衝突。台北:桂冠。原著:Ricoeur, P. (1969). Le conflitdes interpretations.
林泰月(2003)。蝶變---一位國小教師課程自主實踐的敘事研究。國立台北師範學院課程與教學研究所碩士論文。未出版。
林宏達(2004)。成為教育理想實踐者之路—王秀雲校長的辦故事。國立花蓮師範學院國民教育研究所碩士論文。未出版。
孟祥森譯(1994)。生命的展現。臺北:遠流。原著Erich Fromm. To have or to be)
周淑卿(2000)。面對統整課程與教學的教師文化。載於中華民國課程與教學學會主編,課程統整與教學,頁233-251。台北:揚智。new window
范信賢(2002)。課程改革中的教師轉變:敘事探究的取向。國立台北師範學院國民教育研究所博士論文。未出版。new window
范信賢(2005)。敘說課程實踐的故事:一種敘事性觀看教師經驗的方式。教育研究月刊,130,45-55。new window
胡幼慧(2001)。危險與秘密—研究倫理。臺北:三民。
胡定凡(2005)。尋找生命的位子---一位國小男性教師生命敘說之探究。國立新竹教育大學課程與教學碩士班論文。未出版。
施良方(1999)。課程理論。高雄:麗文。
姚淑華(2003)。故事教學在國小英語課程之實施研究。國立高雄師範大學英語學系碩士論文。未出版。
洪曉楠(1999)。論利奧塔的後現代科學哲學。載於哲學雜誌,30期,164-177。
洪漢鼎譯(1995)。真理與方法:補充與索引。台北:時報出版。原著:Gadamer, H. Wahrheit und methode, Vols. 2.
洪漢鼎(2002)。詮釋學經典文選(下)。臺北:桂冠。
洪塘忻(2003)。喧嘩劇場---一位國小女性教師聲音之敘說研究。國立台北師範學院課程與教學研究所碩士論文。未出版。
柴成瑋(2005)。解構第四面牆---一位國小教師邁向轉化型知識份子之敘事探究。臺北教育大學課程與教學研究所碩士論文。未出版。
翁開誠(1999)。同理心開展的再出發---成人之美的藝術。載於輔仁學誌,第274期,1-14頁。
翁開誠(2003)。野地尋蹊徑,只為開誠。載於應用心理研究,第17期。
莊明貞(2005)。敘事探究及其在課程領域之發展。教育研究月刊,130,14-29。new window
高小康(2005)。中國古代敘事觀念與意識型態。北京:北京大學出版社。
高旭平譯(1994)。面臨抉擇的教育。臺北:桂冠。原著Maritain, J.(1943).
唐力權(1993)。權力、意志與詮釋:尼采的透視主義與後現代思想。哲學雜誌,(4),26-40。
陳新(1999)。論二十世紀西方歷史敘述研究的兩個階段。載於思與言,37(1),1-28。new window
陳忠和(2005)。從莊子的神話素材詮證神話原型與哲學理論之聯繫。載於輔仁學誌,32,59-79。
陳保朱譯(2002)。為什麼孩子要上學。臺北:時報文化。原著:大江健三郎(2001)。
陳奕安(2002)。基隆市國民中小學教師文化與教師專業成長態度之研究。台北市立師範學院國民教育研究所碩士論文。未出版。
陳奎憙(1995)。非正式團體林立校園。師友,331,8-11。
陳惠邦(2003)。行動研究在台灣教育場域中的發展與省思。發表於台灣師範大 學教育研究方法論研討會。未出版。
陳惠邦(2007)。「桃園縣改進英語教學及實施『以英語為媒介,理解國際,向全 發聲』課程方案之規劃研究」。桃園縣教育局。未出版。
陳思汀(2004)。一個國小教務主任教學/行政生命自我探究。國立新竹教育大學進修部課程與教學碩士論文。未出版。
陳采薇(2003)。為自己跳舞---一個國教所學生嘗試自我找尋的敘說探究。國立新竹教育大學國民教育研究所碩士論文。未出版。
陳慧敏(2004)。來自邊緣的聲音---一位女性教師的敘事實踐。國立花蓮師範學院多元文化研究所碩士論文。未出版。
陳淑芬(2004)。悠悠長河---一位國小教師生命教育課程實踐的生命敘說。國立台北師範學院課程與教學研究所碩士論文。未出版。
徐彬譯(2002)。卡爾曼海姆精粹。南京:南京大學出版社。
連樹聲譯(2005)。原始文化。桂林:廣東師範大學出版。
張君玫譯(2000)。解釋性互動論。台北:弘智文化。原著:Denzin, N. K.(1989). Interpretive interactionism. Thousand Oaks: SAGE.
張國清(1995)。羅逖。臺北:生智文化。
張嘉雲(2004)。我的課程之旅:一位女性教師的課程意識之生命敘說。國立臺北教育大學課程與教學研究所碩士論文。未出版。
張偉劼譯(2006)。我相信。臺北:二魚文化。原著:Fuentes Carlos.
張穩伶(2005)。敘事學習法在國小三年級「自然與生活科技」之教學研究。新竹教育大學數理研究所碩士論文。未出版。
許綺玲譯(1999)。神話---大眾文化詮釋。原著:Roland, B.(1957)。上海:人民出版社。
許雅婷(2002)。敘事式課程之理論與實踐---以「情緒教育主題」故事繪本為例。國立大正大學教育研究所碩士論文。未出版。
曾慶台(2001)。面面俱到?處處保留?---一位國小男性教師的自我敘說。新竹師範學院課程與教學碩士班論文。未出版。
曾肇文(2005)。敘事探究對敘事教學的啓示---理念與實例。載於新竹教育大學學報。第21期,75-109。new window
郭實渝(1997)。環境教育課程設計之理論基礎。載於當代教育哲學論文集Ⅱ,75-107。臺北:中央研究院歐美研究所。
單德興譯(1997)。知識份子論。原著:Said, E.。臺北:立緒。
傅浩譯(2004)。葉慈詩選。臺北:書林。
黃月美(2004)。Goodson課程史研究之批判論述分析。國立臺北教育大學教育政策與管理研究所博士論文。未出版。new window
黃保龍、周振譯(1992)。神話思維。北京:中國科學社會出版社。
黃燕萍(1999)。我是誰?一位女準教師性別主體意識的啓蒙過程。新竹師範學院國民教育研究所碩士論文。未出版。
黃美慧(2003)。國小校長領導實際之質性研究---台北市一位資深女校長的故事。台北市立師範學院國民教育研究所碩士論文。未出版。
黃子晏(2004)。以科學寫作探究國中學生有關光的迷思概念。國立嘉義大學科學教育研究所碩士論文。未出版。
黃富順(1995)。關心社會脈動-重塑教師文化。師友,331,12-16。
黃美娥(2006)。差異/交混、對話/對譯---日治時代台灣文人傳統的身體經驗與國 民想像(1895-1937)。載於中國文哲研究集刊,第28期,81-119頁。
黃秀嬌譯(1998)。孩子說的故事:瞭解童年的敘事。臺北:成長文教基金會。
葉淑花(1998)。國民小學教師文化之研究。國立台灣師範大學教育研究所碩士論文。未出版。
馮朝霖(2000)。教育哲學專論:主體、性情與創化。臺北:元照。
游淙淇(2001)。主體性或社會性?胡塞爾與舒茲論互為主體性。載於國立政治 大學學報,第七期,323-338頁。
楊深坑(1988)。理論、詮釋與實踐。台北:師大書苑。
楊四耕(2005)。教育研究的詮釋方法。上海市教育科學研究院。
楊德睿譯(2001)。神話與意義。臺北:麥田。原著:Claude Levi-Strauss。
楊德睿譯(2002)。地方知識:詮釋人類學論文集。台北:麥田。原著:Geertz,C. (1983). Local knowledge: Further essays in interpretive anthropology.
楊竹山譯(2001)。文化理論與通俗文化導論。南京大學出版社。原著:Storey J.(1993). An Introductory guide to cultural theory and popular culture
楊洲松(2006)。存有與擁有---《山村猶有讀書聲》的教育意義。載於中等教育,57卷,3期,174-179。new window
楊凱麟(2004)。自我的去作品化:主體性與問題化場域的傅柯難題。載於中山人文學報,18期。29-47。new window
楊恩慈(2007)。我在風頭手尾的教育實踐與省思---一位偏遠地區的女性教育工作者。載於陳伯彰主編,學校教師的生活:批判教育學的在地實踐。182-206。台北:師大書苑。new window
鄔昆如(2003)。主體開顯的哲學思維。載於輔仁學誌,2-18頁。
鄔時雯(2002)。以故事教學增進兒童同儕友誼之行動研究。國立台北師範學院課程與教學研究所碩士論文。未出版。
趙東旭譯(2002)。現代性與自我認同。臺北:左岸文化(原著:Anthony Giddens)。
趙德明譯(1997)。謊言中的真實。原著:Mario Vargas Llosa(1986)。雲南:人民出版社。
齊宗豫(2001)。男性身份、自我探索與教育實踐---一位國小準校長的成長之路。新竹師範學院國民教育研究所碩士論文。未出版。
蔡瑞君(2002)。傾聽我們的聲音---三位國小教師的自我生涯歷程敘說分析。花蓮師範學院多元文化研究所碩士論文。未出版。
廖世德譯(2001)。故事、知識、權力。臺北:心靈工坊。原著:Michael White & David Epston (1990). Narrative means to therapeutic ends.
廖月華(2005)。國小校長的學校領導之路:以一位校長的經驗為例。國立台北教育大學教育政策與管理研究所碩士論文。未出版。
廖靜馥(2003)。國小教師自然科實務知識在教學創新中的展現:敘事探究取向。國立台北師範學院數理教育研究所碩士論文。未出版。
歐用生(2000)。教師是轉型的知識份子---聲音的「政策」與「教學」。載於國民教育,41(2),2-10頁。new window
歐用生(2004)。課程領導:議題與展望。臺北:高等教育出版社。
歐用生(2006a)。課程理論與實踐。臺北:學富。
鄧禹(2005)。利用科學寫作方式探討國小五年級學童科學迷思概念之研究-以水的變化為例。國立花蓮師範學院科學教育研究所碩士論文。未出版。
鄭世仁(1996)。我國國民小學教師次級文化之研究。行政院國科會專題研究(報告編號:NSC85-2418-H-134-001)。未出版。
鄭能哥(2004)。輔以科學寫作之資訊融入教學對學生學習光學單元成效研究。國立臺灣師範大學科學教育研究所碩士論文。未出版。
鄭郁筠(2005)。男性準教師的性別意識形成與分析。國立花蓮師範教育大學多元文化研究所碩士論文。未出版。
鄭威鵬(2000)。個體我在、敘事與偶然性。香港人文哲學會期刊,第3卷,第1期。取自:http://www.arts.cuhk.edu.hk/~hkshp
魯迅(1990)。中國小說史略。臺北:穀風。
劉康(2005)。對話的喧聲:巴赫汀文化理論述評。台北:麥田。new window
劉志行譯(1998)。解放式教育。香港:嶺南學院翻譯系出版工作坊。
劉惠琴(2003)。眾聲喧嘩,生趣盎然。載於應用心理研究,第17期。
劉小楓(1998)。沉重的肉身:現代性倫理的敘事緯語。香港:牛津大學出版社。
劉良華(2003)。改變教師日常生活的敘事研究。國際教育展望,2。2005年8月29日,取自:http://edunet.online-edu.org/user/xiuli/000409.html
劉鈴君(2004)。我的變與辯---一位國小女性代課老師追尋教師專業認同的生命敘說研究。國立台北師範學院課程與教學研究所碩士論文。未出版。
劉淑雯(2004)。繪本運用於國小社會學習領域之教學探究。國立台灣師範大學教育研究所博士論文。未出版。new window
賴誠斌、丁興祥(2002)。歷史及社會文化脈絡中個人主體性之建構:以沈從文的堅持為例。載於應用心理研究,16。173-214。new window
賴玫美(2005)。互為主體的影舞者---我與一位實習教師「師徒式學習」的生命敘說。國立台北教育大學課程與教學研究所碩士論文。未出版。
錢清泓(2007)。小學校園裡的癲狂囈語?---試探批判教育學與基層教師交會之可能性。載於陳伯彰主編,學校教師的生活:批判教育學的在地實踐。125-147。台北:師大書苑。new window
蕭又齊(2002)。我的意識覺醒---一位國小教師敘說社會事件融入社會科課程的故事。國立台北師範學院課程與教學研究所碩士論文。未出版。new window
謝有順(2005)。敘事也是一種權力---中國當代小說的話語變遷。載於文訊,231
,51-58。
戴琲樺(2005)。故事與戲劇活動在生命教育教學上的應用。屏東師範學院教育行政研究所碩士論文。未出版。
簡成煕(1999)。教育哲學方法論的建構、啟示、論證與敘事。哲學雜誌,29期,第82-103頁。
簡素秋(2004)。故事教材進行環境議題教學之研究-以「自然生態保育」為例。國立台北師範學院社會科教育學系碩士論文。未出版。
韓震譯(2001)。自我的根源:現代認同的形成。南京:譯林出版社。
關永中(2000)。知識論(二):近世思潮。臺北:五南。
蘇靜芳(2003)。以科學寫作融入自然與生活科技教學提升國小學童批判思考能 力。國立嘉義大學/科學教育研究所碩士論文。未出版。
鐘美鈴(2004)。民主與權威的辯證:我形塑班級文化的歷程。國立台北師範學院課程與教學研究所碩士論文。未出版。
【研討會、現場觀察及參與記錄】
阮凱利(2006)。教學觀察手記。未出版。
高麗君(2001)。「說了就算---教學手記」。未出版。
陳惠邦(2007)。非正式聚會談話記錄(2007/03/30)。未出版。
黃榆婷(2007)。教學研究訪談記錄。未出版。
歐用生(2006b)。第14 屆課程與教學研究的多元取向研討會。國立台北教育大學課程與教學研究所、中華民國課程與教學學會主辦。
英文部分:
Akin, R. (2002). Out of despair : reconceptualizing teaching through narrative practice. In N. Lyons & V. K. LaBoskey (Eds.), Narrative inquiry in practice:Advancing the knowledge of teaching. New York: Teacher College Press.
Albright, D. (1986). Literary and psychological models of the self. In U. Neisser & R. Fivush (Eds.), The remembering self: Construction and accuracy in the self-narrative. (pp.19-40).Cambridge: Cambridge University Press.
Alexander, T. (1992). The moral imagination and the aesthetics of human existence. In M. Mitias (Ed.), Moral education and the liberal arts. (pp.93-111). Westport: Greenwood Press.
Allmendinger, P. (2002). Planing theory. New York: Palgrave.
Apple, M. W. (1990). Ideology and curriculum. London: Routledge & Kegan Paul.
Austin, J. (1962). How to do things with words. London: Oxford University Press.
Balin, S. (1995). Is critical thinking biased?Clarifications and implications. Educational theory. 45(2), pp. 191-197.
Bakhtin, M. (1968/1984). Rabelais and his world. Trans. by Helene Iswolsky. Indiana University Press.
Bakhtin, M. (1981). The dialogic imagination. Trans. by Emerson, C. & Holquist, M. Austin: Texas University Press.
Bakhtin, M. (1986). Speech genres and other late essays. Trans. by Vern W. McGee. Austin:Texas University Press.
Bamberg, M. (Ed.) (1977). Narrative development. Mahwah, NJ: Erlbaum.
Berger A. A. (1997). Narrative in popular culture, media, and everyday life. London:SAGE Publication.
Bernstein, J. M.(1994). Self-knowledge as praxis: Narrative and narration in psychoanalysis. In C. Nash (Ed.), Narrative in culture:The uses of storytelling in the sciences, philosophy, and literature. New York: Routledge.
Bettelheim, B. (1976).The uses of enchantment :The meaning and importance of fairy tales. New York:Knopf.
Block, J. (1981). Promoting excellence through mastery learning. In H. A. Giroux, A. N. Penna & W. F. Pinar (Eds.), Curriculum & Instruction. (pp. 162-195). California: McCutchan.
Block, A. (1998). Curriculum as affichiste: Popular culture and identity. In W. Pinar (Ed.), Curriculum: Toward new identities. (pp. 325-353). New York: Garland Publishing.
Bowers, C. A. (1993). Critical essays on education, modernity, and the recovery of ecological imperative. New York: Teachers College Press.
Bowers, C. A. (1995). Educating for an ecologically sustainable culture. New York: Teachers College Press.
Brockmeier, J. (2001). From the end to the beginning: Retrospective teleology in autobiography. In J. Brockmeier & D. Carbaugh (Ed.), Narrative and identity: Studies in autobiography self and culture. (pp. 248-280). Philadelphia: John Benjamins Publishing.
Brockmeier, J. & Carbaugh, D. (2001). Introduction. In J. Brockmeier & D. Carbaugh (Eds.), Narrative and identity: Studies in autobiography self and culture. (pp. 1-22). Philadelphia: John Benjamins Publishing.
Bruner, E. M. (1986). Ethnography as narrative. In V. Turner & E. W. Bruner (Eds.), The anthropology of experience. (pp.139-155). Chicago: University of Illinois Press.
Bruner, J. (1985). Narrative and paradigmatic modes of thought. In E. Eisner (Ed.), Learning and teaching: The ways of knowing. (pp.97-115). Chicago: NSSE.
Bruner, J. (1986). Actual minds, possible worlds. London: Harvard University Press.
Bruner, J. (1990). Act of meaning. London: Harvard University Press.
Bruner, J. (1996). The culture of education. London:Harvard University Press.
Bruner, J. & Lucariello, J. (1989). Monologue as narrative recreation of the world. In K. Nelson (Ed.), Narratives from the crib. (pp.73-97). London: Harvard University Press.
Buzzelli, C. A. & Johnston, B. (2002). The moral dimensions of teaching:Language, power, and culture in classroom interaction. New York: Routledge Famler.
Cannella, G. S. (1998). Early childhood education:A call for the construction of revolutionary images. In W. Pinar (Ed.), Curriculum- toward new identity. New York: Garland Publishing.
Carbaugh, D. (2001). “The people will come to you”: Blackfeet narrative as a resource for contemporary living. In J. Brockmeier & D. Carbaugh (Eds.), Narrative and identity: Studies in autobiography self and culture. (pp.103-128). Philadelphia: John Benjamins Publishing.
Carter, K. (1990). Teacher’s Knowledge and Learning to teach. In W. R. Houston and J. Sikula (Eds.), Handbook of Research on teacher education. New York:Macmillan.
Cherryholmes, C. H. (2002). Curriculum ghosts and visions--- and what to do?In W. Doll & N. Gough (Eds.), Curriculum visions. (pp.116-126). New York: Peter Lang.
Chaille, C. & Britain, L. (1991). The young child as a scientist: A constructivist approach to early childhood science education. New York: Harper Collins.
Clandinin, J. & Huber, J. (2002). Narrative Inquiry: Toward Understanding Life’s Artistry. Curriculum Inquir., 32 (2), pp.161-169.
Clarke, P. (2001). Teaching and learning: The culture of pedagogy. Thousand Oaks, CA: Sage.
Collins. R. & Cooper, P.J. (1997). The power of story. Gorsuch Scarisbrick, Publishers.
Cole, P. & O’Riley, P. (2002). Much rezadieux about (Dewey’s) goats in the curriculum: Looking back on tomorrow yesterday. In W. Doll & N. Gough (Eds.), Curriculum visions. (pp.132-148). New York: Peter Lang.
Connelly, F. M. & Clandinin, D. J. (2000). Narrative Inquiry: Experience and story in qualitative research. New York: Jossey-Bass.
Czarniawska, B. (2004). Narrative in social science research. London: Sage Publications.
Darling-Hammond, L. & Snyder, J. (1992). Curriculum studies and the traditions of inquiry: The scientific tradition. Handbook of Curriculum. New York: Macmillan.
Dewey, J. (1929). The sources of a science of education. New York: Horace Liveright.
Dewey, J. (1933). How we think? Chicago: Henry Regnery.
Dewey, J. (1938). Experience and education. New York: Collier Books.
Doll, W. (1993). A post-modern perspective on curriculum. London: Teachers College Press.
Doll, W. & Gough, N. (2002) (Eds.), Curriculum visions. New York: Peter Lang.
Doll, W. (2002). Ghosts and curriculum. In W. Doll & N. Gough (Eds.), Curriculum visions. (pp.23-70). New York: Peter Lang.
Doll, W. (2005). The culture of menth. In W. Doll, M. Fleener, D. Trueit, & J. Julien (Eds.), Chaos, complexity, curriculum, and culture: A conversation. (pp. 21-75). New York: Peter Lang.
Doyle, W. (1997). Paradigms for research on teacher effectiveness. In L. S. Shulman (Ed.), Review of research in education. (pp.163-198). Itasca, IL, F. E. Peacock.
Diamond, C. T. P. (1991). Teacher education as transformation. Buckingham:Open University Press.
Eisner, E. W. (1981). On the differences between scientific and artistic approaches to qualitative research. Education researcher. 10(4), pp.5-9.
Eisner, E. W. (1984). Can educational research inform educational practice? Phi Delta Kappa, pp.447-452.
Eisner, E. W. (1984). Learning and teaching: The ways of knowing. Chicago: The University of Chicago Press.
Eisner, E. W. (1998). The enlightened eye: Qualitative inquiry and enhance of educational practice. New Jersey: Merrill Prentice Hall.
Engel, S. (1995). The stories children tell: Making sense of the narrative of childhood. W. H.: Freeman.
Erickson, F. (1986). Qualitative methods in research on teaching. In M. C. Wittrock, (Ed.), The handbook of research on teaching. (pp.119-161). New York: Macmillan.
Fenstermacher, G. D. (1986). Philosophy research on teaching: three aspects. In M. C. Wittrock, (Ed.), The handbook of research on teaching. (pp. 37-49). New York: Macmillan.
Fetterman, D. M. (1989). Ethnography: Step by step. Newbury Park, CA: Sage.
Fleener, M. J. (2005). Introduction---Chaos, complexity, curriculum, and culture: Setting up the conversation. In W. Doll, M. Fleener, D. Trueit, & J. Julien (Eds.), Chaos, complexity, curriculum, and culture: A conversation. (pp.1-17). New York: Peter Lang.
Foucault, M. (1979). Discipline and punish: The birth of the prison. Middlesex: Peregrine Books.
Freire, P. (1968). Pedagogy of the oppressed. New York: Seabury.
Freeman, M. (2001). From substance to story: Narrative, identity, and the reconstruction of the self. In J. Brockmeier & D. Carbaugh (Eds.), Narrative and identity: Studies in autobiography self and cultur. (pp.283-298). Philadelphia: John Benjamins Publishing.
Freeman, M. & Brockmeier, J. (2001). Narrative integrity: Autobiographical identity and the meaning of the “good life”. In J. Brockmeier & D. Carbaugh (Eds.), Narrative and identity: Studies in autobiography self and cultur. (pp.75-99). Philadelphia: John Benjamins Publishing.
Gage, N. L. (1989). The paradigm wars and their aftermath: A historical sketch on research on teaching since 1989. Teachers college record. 91(2), pp.135-150.
G´ange, R. M. (1981). The learning basis of teaching method. In H. A. Giroux, A. N. Penna, & W. F. Pinar (Eds.), Curriculum & Instruction. (pp.177-194). California: McCutchan.
Geertz, C. (1973). The interpretation of cultures. New York: Basic Books.
Giroux, H. A. (1988). Teachers as intellectuals : Toward a critical pedagogy of learning. Massachusetts : Bergin & Garvey.
Giroux, H. A. (1994). Doing cultural studies. Harvard education review. 64(3), pp.278-307.
Gough, N. (1998). Reflection and diffraction:Functions of fiction in curriculum Inquiry. In W. F. Pinar (ed.), Curriculum toward new identities. (pp. 93-128). New York:Garland Publishing, Inc.
Gough, N. (2002). Voicing curriculum visions. In W. Doll & N. Gough (Eds.), Curriculum visions. (pp.1-22). New York: Peter Lang.
Gough, N. (2004). Narrative and educational inquiry. Symposium conducted at the meeting of the graduate students, Taipei. (2004/12/14)。
Goodman, N. (1984). Of minds and other matters. Mass.: Harvard University Press.
Goodson, I. F. (1995). The making of curriculum: Collected essays. Washington DC. : The Falmer Press.
Greene, M. (1978). Landscapes of learning. New York: Teachers College Press.
Greene, M. (1991). Foreword. In C. Witherell & N. Noddings (Eds.), Stories lives tell: Narrative and dialogue in education. ix-xi. New York: Teachers College Press.
Greene, M. (1995). Releasing the imagination. San Francisco: Jossey-Bass.
Greene, M. (2001). Reflections on teaching. In V. Richardson (Ed.), Handbook of research on teaching (4thEd.), pp.82-89. Washington: AERA.
Grumet, M. R. (1981). Autobiography and reconceptualization. In H. A. Giroux, A. N. Penna, & W. F. Pinar (Eds.), Curriculum & Instruction. California: McCutchan.
Gudmundsdottir, S. (2001). Narrative research on school practice. In V. Richardson (Ed.), Handbook of research on teaching(4thEd.). Washington : AERA.
Guin, L. U. (1986). Always coming home. London: Gollancz.
Giroux, H. A., Penna, A. N., & Pinar, W. F. (Eds.). (1981). Curriculum & Instruction. California: McCutchan.
Hall, S. (1991). Old and new identities. In A. D. King, (Ed.), Culture, globalisation and the world system. New York: Macmillan.
Hamilton, D. & McWilliam, E. (2001). Ex- centric voices that frame research on teaching. In V. Richardson (Ed.), Handbook of research on teaching, (4th.) pp.17-43. AERA.
Haggerson, N. L. (2000). Expanding curriculum research and understanding: A mytho-poetic perspective. New York: Peter Lang.
Harre, R. (2001). Metaphysics and narratives: Singularities and multiplicities of self. In J. Brockmeier & D. Carbaugh (Eds.), Narrative and identity: Studies in autobiography self and culture. (pp. 59-74). Philadelphia: John Benjamins Publishing.
Heidegger, M. (1962). Being and time. Trans. by Macquarrie, J. & Robinson, E. New York: Harper and Row.
Hill, J. P. (2002). Perspective on Kesson and Oliver. In W. Doll & N. Gough (Eds.), Curriculum visions. (pp.198-200). New York: Peter Lang.
Howard, G. S. (1991). Culture tales-A narrative approach to thinking, Cross-culture psychology, and psychotherapy. American psychologist 46(3), pp.187-197.
Hwu Wen-Song (1998). Curriculum, transcendence, and Zan/Taoism: critical ontology of the self. In W. Pinar (Ed.), Curriculum toward new identitie. (pp.21-40). New York:Garland Publishing, Inc.
Jackson, P.W. ( 1990). Life in classroom. New York: Teachers College Press.
Jackson, P. W. (1995). On the place of narrative in teaching. In H. McEwan & K. Egan (Eds.), Narrative in teaching, learning, and research. (pp. 3-23). New York: Teachers College Press.
Jameson, F. (1981). The political unconscious: Narrative as a socially symbolic act. New York: Cornell University Press.
Jewett, L. (2001). Minding culture. In W. E. Doll, J. M. Fleener, D. Trueit, & J. S. Julien (Eds.), Chaos, complexity, curriculum and culture. (pp. 277-297). New York: Peter Lang.
Josselson, R. (1995). Imagining the real: Empathy, narrative, and the dialogic self. In R. Josselson & A. Lieblich (Eds.), Interpreting experence: The narrative study of lives. California: Sage Publications.
Julien, J. (2002). Hunting curriculum: Visions of curriculum past, curriculum present and a vision of what is yet-to-come. In W. Doll & N. Gough (Eds.), Curriculum visions. (pp. 250-262). New York: Peter Lang.
Kanpol, B. (1997). Issues and trends in critical pedagogy. New York: Hampton Press.
Kearney, C. (2003). The monkey’s mask: Identity, memory, narrative and voice. Sterling: Trentham Books.
Kesson, W. (1979). The American child and othery cultural inventions. American Psychologist, 34(10), pp.26-39.
Kesson, K. & Oliver, D. (2002). On the need for a re-conceptualized theory of experience. In W. Doll & N. Gough (Eds.), Curriculum visions. (pp.185-197). New York: Peter Lang.
Klein, M. F. (1981). Instructional decisions in curriculum. In H. A. Giroux, A. N. Penna, & W. F. Pinar (Eds.), Curriculum & Instruction. (pp. 149-158). California: McCutchan.
Kliebard, H. M. (2004). The struggle for the American curriculum,1193-1958. (3th) New York: Routledge Falmer.
Kight, K. (2002). Perspective on St. Julien. In W. Doll & N. Gough (Eds.), Curriculum visions. (pp. 263-266). New York: Peter Lang.
Lamarque, P. (1994). Narrative and invention:The limits of fictionality. In C. Nash (Ed.), Narrative in culture:The uses of storytelling in the sciences, philosophy, and literature. (pp. 131-153). London:Routledge.
Lanser, S. S. (1992). Fiction of authority: Women writers and narrative voice. Ithaca: Cornell University Press.
Lauritzen, C. & Jaeger, M. (1997). Integrating learning through story: The narrative curriculum. New York: Delmar Publishers.
Lieberman, A. & Miller, L.(1992). Teachers: Their world and their work. New York: Teachers College Press.
Lincoln, Y. S. (1992). Curriculum studies and the traditions of inquiry: The humanistic tradition. Handbook of Curriculum. New York: Macmillan.
Liston, D. & Garriso, J. (2004). Instroduction: Love revived and examined. In D. Liston & J. Garriso (Eds.), Teaching, learning, and loving-reclaiming passion in educational practice. New York: Routledge Falmer.
Lopez, B. (1990). Crossing open ground. New York: Vintage.
Lyotard, J. F. (1979). La condition postmoderne: Rapport sur le savoir. Trans by G.
Bennington & B. Massumi (1984). The postmodern condition: A report on knowledge. University of Minnesota Press.
Lyons, N. (2002). The personal self in public story: The portfolio presentation narrative. In N. Lyons and V. K. LaBoskey(Eds.), Narrative inquiry in practice:Advancing the knowledge of teaching. New York: Teacher College Press.
McDrury, J. & Alterio, M. (2003). Learning through storytelling in higher education. London: Kogan Page.
McEwan, H. & Egan, K. (1995). Narrative in teaching, learning and research. New York: Teachers College Press.
McLeod, J. (2002). Narrative and psychotherapy. California: Sage Publications.
Miller, J. L.(1998). Biography, education, and question of the private voice. In C. Kride (Ed.), Writing education biography:Exploration in qualitative research. (pp.225-234). New York: Garland.
Mink, L. O. (1978). Narrative from as a cognitive instrument. In H. R. Canary & H. Kozicki (Eds.), The writing of history: Literary from and historical under-standing. Madison: University of Wisconsin Press.
Moore, M. E. (2002). Curriculum: A journey through complexity, community, conversation, culmination. In W. Doll & N. Gough (Eds.), Curriculum visions. (pp. 219-227). New York: Peter Lang.
Nelson, K. (1989). Narratives from the crib. Massachusetts: Harvard University Press.
Nussbaum, M. (1986). The fragility of goodness. Cambridge: Cambridge University Press.
Nussbaum M. (2002). Education for citizenship in an era of global connection. Studies in philosophy and education. 21, pp. 289-303. Netherlands:Kluwer Academic Publishers.
Oakeshott, M. (1962). The voice of poetry in the conversation of mankind, in rationalism in politics and other essay. New York: Basic Books.
Ondaatje, M. (1992). The English patient. New York: Alfred A Knopf Inc..
Padgham, E. R.(1988).Correspondences: Contemporary curriculum theory and twentieth-century art. In W. Pinar (Ed.), Contemporary curriculum discourses. Arizona:Gorsuch Scarisbrick, Publishers.
Palmer, P. J. (1998). The courage to teach: exploring the inner landscape of a teacher’s life. New York: Joeesy-Bass.
Phillips, D. C. (1985). On what scientists knows, and how they know it. In E. Eisner (Ed.), Learning and teaching: The ways of knowing. (pp. 1-22). Chicago: The University of Chicago Press.
Pinar,W. F. (Eds.). (1995). Understanding curriculum:An introduction to the study of history and contemporary curriculum discourses. New York: Peter Lang Publishing.
Pinar,W. F. (Ed.).(1998). Curriculum toward new identities. New York: Grand Publishing.
Pinar, W. (2004). What is curriculum theory? New Jersey: Erlbaum.
Polkinghorne, D. E. (1988). Narrative knowing and human science. New York: State University of New York Press.
Richardson, L. (1990). Narrative and sociology. Journal of Contemporary Ethnography. 19, pp. 116-135.
Richardson, V. (ed.). (2001). Handbook of research on teaching.(4th.). AERE.
Ricoeur P. (1981). Hermeneutics and the human science. In J. B. Thompson. (Trans. and Ed.), Metaphor and the central problem of hermeneutics. London: Cambridge University Press.
Ricoeur P. (1991). From text to action. Trans. by K. Blamey & J. B. Thompson. Northwestern University Press. (Original work published in 1986).
Ricoeur, P. (1992). Oneself as another. Trans. by K. Blamey. Chicago: The University of Chicago Press.
Ritchie, J. S. & Wilson, D. E. (2000). Teacher narrative as critical inquiry: Rewriting the script. New York: Teachers College Press.
Roberts, L. C. (1997). From knowledge to narrative. Washington: Smithsonian Institution Press.
Rorty, R. (1979). Philosophy and the mirror of nature. New Jersey: Princeton University Press.
Rorty, R. (1982). Consequences of pragmatism. Brighton:The Harvester Press.
Salvio, P. M. (1998). On using the literacy portfolio to prepare teachers for willful world traveling. In W. Pinar (Eds.), Curriculum toward new Identities. New York : Grand Publishing, Inc.
Sarbin, T. R. (1986). Narrative psychology: The storied nature of human conduct. Westport: Prager.
Saussure, F. (1984). Course in general linguistics. Trans. by W. Baskin. New York: McGraw- Hill.
Schaafsma, D. (1998). Performing the self:Constructing written and curricular fictions. In T. S. Popkewitz, & M. Brennan (Eds.), Foucault’s challenge:Discourse, knowledge, and power in education. (pp. 255-277). New York:Teachers College Press.
SchÖn, D. A. (1983). The reflective practitioner- How professionals think in action . New York:Basic Books.
Shotter, J. (2001). Bringing corporeal life back in : Chiasmic relations and poetic understandings. In W. E. Doll, M. J. Fleener, D. Trueit, & J. S. Julien (Eds.), Chaos, complexity, curriculum and culture. (pp.195-208). New York: Peter Lang.
Shulman, L. S. (1986). Paradigms and research programs in the study of teaching: A contemporary perspective. In M. C. Wittrock, (Ed.), The handbook of research on teaching. ( 3th ed., 3-36). New York: Macmillan.
Siegel, H. (1988). Educating reason: Rationality, critical thinking, and education. New York: Routledge.
Slattery, P. (1995). Qualitative inquiry, fine arts, and the synthetical moment. Curriculum development in the postmodern era. (pp. 207-225). New York:Garland publish.
Smith, D. G. (2003). Curriculum and teaching face globalization. In W. Pinar (Ed.), International handbook of curriculum research. (pp. 35-51). New Jersey: LEA Publishing.
Sumara, D. & Davis, B.(1998). Unskinning curriculum. In W. Pinar (Ed.), Curriculum toward new identities. (pp.75-92). New York: Garland Publishing.
Spencer, H. (1993). Education: Intellectual moral and physical. London: Routledge Thoemmes Press.
Thomas, D. (1995). Treasonable or trustworthy text:Reflections on teacher narrative studies. In D. Thomas, (Ed.), Teachers’ stories. (pp. 1-23). Buckingham:Open University Press.
Viruru, R. & Cannella, G. (2001). Postcolonial ethnography, young children, and voice. In S. Grieshaber & G. Cannella (Eds.), Embracing identities in early childhood education: Diversity and possibilities. (pp. 158-172). New York: Columbia University Teachers College Press.
Vygotsky, L. S. (1986). Thought and language. Trans. by Alex Kozulin. Cambridge, MA: MIT Press.
Walker, D. F. (1992). Methodological issues in curriculum research. Handbook of Curriculum. New York: Macmillan.
Wang, H. (2001). Chinese aesthetics, fractal, and the tao of curriculum. In W. Doll, M. Fleener, D. Trueit, & J. Julien (Eds.), Chaos, complexity, curriculum, and culture: A conversation. (pp. 299-314). New York: Peter Lang.
Wang, H. (2002). The call from the stranger: Dwayne Huebner’s vision of curriculum as a spiritual journey. In W. Doll & N. Gough (Eds.), Curriculum visions. (pp. 287-299). New York: Peter Lang.
White, H. (1987a). The content of the form: Narrative discourse and historical representation. (pp. 26-57). Baltimore & London: The Johns Hopkins University Press.
White, H. (1987b). The historical text as literary artifact. Tropics of discourse: Essays in cultural criticism. Baltimore & London: The Johns Hopkins University Press.
Williams, R. (1961). The long revolution. London: Longman.
Williams, R. (1976). Keywords: A vocabulary of culture and society. New York: Oxford University Press.
Witherell, C. (1995). Landscapes and the moral imagination: Taking the story to heart. In H. McEwan & K. Egan (Eds.), Narrative in teaching, learning and research. New York: Teachers College Press.
Witherell, C. & Noddings, N. (1991). Stories lives tell : narrative and dialogue in education. N. Y.: Teachers College Press.
Wittrock, M. C. (1986). Handbook of research on teaching.(3th.). New York: Macmillan Publishing.
Winne, P. H. (1987). Why process-product research cannot explain process-product findings and a proposed remedy: The cognitive mediational paradigm. Teaching & Teacher Education, 3(4), pp. 333-356.
Woods, K. (Trans.). (1993). The little prince. London: Heinemann.
Zeichner, K. Z. & Noffke, S. E. (2001). Practitioner research. In V. Richardson (Ed.), Handbook of research on teaching (4th). Washington: AERA.
 
 
 
 
第一頁 上一頁 下一頁 最後一頁 top
:::
無相關著作
 
QR Code
QRCODE