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題名：社會建構主義在國小語文教學上的實踐與省思
書刊名：教育研究資訊
作者：陳昇飛 引用關係
作者(外文)：Chen, Shen-fei
出版日期：2004
卷期：12:6
頁次：頁3-31
主題關鍵詞：社會建構主義；社會互動；語文教學；Social construction；Social interaction；Language arts teaching
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(3) 博士論文(3) 專書(0) 專書論文(0)
  • 排除自我引用排除自我引用:2
  • 共同引用共同引用:198
  • 點閱點閱:155
　　　　　建構主義對於傳統的教與學做了全新的詮釋，本文採取社會建構主義的觀點，探討其在語文教學實踐上的可能性。根據Vygotsky觀點，社會互動是個體知識內化的重要機制。期望在語文教學實踐上能有效建立良好的社會互動，以促進學童的語文表達能力與知識建構。透過長期的教學小組討論與教室觀察，本研究發現社會互動有助於學童的語文學習與認知發展。具體的研究結果為：一、社會建構主義的實踐有助於學童的語文學習；二、延伸性對話才有助於學童的知識建構；三、社會互動的營造需要更多的教學經驗與專業對話。
期刊論文
1.Kozulin, A.(1986)。The concept of activity in Soviet psychology。American Psychologist，41(3)，264-274。  new window
2.單文經(1993)。鷹架支持的譬喩在大班教學上的應用。視聽教育雙月刊，39(6)，1-22。  延伸查詢new window
3.黃秀文(19970600)。小學一年級學童書寫型式與概念之研究。國民教育研究學報，3，121-153。new window  延伸查詢new window
4.蔡偉仁(2004)。批判性建構主義：一種教育學的新思路。全球教育展望，33(7)，34-37。  延伸查詢new window
5.Dahl, K. L.、Freppon, P. A.(1995)。A comparison of inner-city children’s interpretations of reading and whole language classrooms。Reading Research Quarterly，30，50-74。  new window
6.Guzzetti, B. J.、Snyder, T. E.、Glass, G. V.、Gamas, W. S.(1993)。Promoting conceptual change in science: A comparative meta-analysis of instructional interventions from reading education and science education。Reading Research Quarterly，28(2)，116-159。  new window
7.Hicks, D.(1995)。Discourse, learning, and teaching。Review of Research in Education，21，49-95。  new window
8.沈添鉦(20000600)。從傳播科技的發展看語文教育的內涵與趨勢。國民教育研究學報，6，61-78。new window  延伸查詢new window
9.陳達武(20011200)。過程導向的語文教育在美國的發展及其理論背景。國立空中大學共同科學報，3，1-15。  延伸查詢new window
10.Au, K. H.(1998)。Social constructivism and the school literacy learning of students of diverse backgrounds。Journal of Literacy Research，30(2)，297-319。  new window
11.潘世尊(20020300)。教學上的鷹架要怎麼搭。屏東師院學報，16，263-293。new window  延伸查詢new window
12.朱則剛(19960600)。建構主義知識論對教學與教學研究的意義。教育研究，49，39-45。new window  延伸查詢new window
13.黃繼仁、周立勳、甄曉蘭(20010700)。國小教師國語教學信念及相關因素之調查研究。教育研究集刊，47，107-132。new window  延伸查詢new window
14.郭重吉(19960600)。建構論：科學哲學的省思。教育研究月刊，49，16-24。new window  延伸查詢new window
15.詹志禹(19960600)。認識與知識：建構論VS.接受觀。教育研究月刊，49，25-38。new window  延伸查詢new window
16.沈添銓(19970600)。鷹架在語言發展中的角色：母語學習及第二語教學之實況分析與比較。國民教育研究學報，3，1-23。new window  延伸查詢new window
17.陳淑敏(19940600)。Vygotsky的心理發展理論和教育。屏東師院學報，7，119-143。new window  延伸查詢new window
18.甄曉蘭、曾志華(19970600)。建構教學理念的興起與應用。國民教育研究學報，3，179-208。new window  延伸查詢new window
會議論文
1.蔡敏玲(1996)。豈只是自言自語而已：維高斯基和皮亞傑關於「自語」的對話。「皮亞傑與維高斯基的對話」研討會，台北市立師範學院 。台北市。  延伸查詢new window
2.陳淑敏(1996)。從社會互動看皮亞傑與維高斯基的理論及其對幼教之啓示。皮亞傑與維高斯基的對話，台北市立師範學院主辦 (會議日期: 1996/01/25-01/26)，185-207。  延伸查詢new window
學位論文
1.賴淑媛(2003)。維高斯基符號中介與心智社會建構理論之研究(碩士論文)。南華大學。  延伸查詢new window
圖書
1.Vygotsky, L. S.、蔡敏玲、陳正乾(2001)。社會中的心智--高層次心理過程的發展。台北：心理出版社。  延伸查詢new window
2.Gergen, K. J.(2001)。Social construction in context。SAGE。  new window
3.Mercer, N.(1995)。The guided construction of knowledge。Clevedon：Multilingual Matters。  new window
4.教育部(2003)。國民中小學九年一貫課程綱要。臺北：教育部。  延伸查詢new window
5.Wells, G.、Chang-Wells, G. L.(1992)。Constructing Knowledge Together: Classrooms as Centers of Inquiry and Literacy。Portsmouth, NH：Heinemann。  new window
6.Dixon-Krauss, L.(1996)。Vygotsky in the classroom: mediated literacy instruction and assessment。White Plains, New York：Longman。  new window
7.Cazden, Courtney B.、蔡敏玲、彭海燕(1998)。教室言談：教與學的語言。心理出版社。  延伸查詢new window
8.Argyris, Chris、Putnam, Robert、Smith, Diana McLain、夏林清(2000)。行動科學。臺北：遠流出版事業股份有限公司。  延伸查詢new window
9.Berk, Laura E.、Winsler, Adam、谷瑞勉(1999)。鷹架兒童的學習：維高斯基與幼兒教育。臺北市：心理出版社。  延伸查詢new window
10.Edwards, D.、Mercer, N.(1987)。Common knowledge: The development of understanding in the classroom。London：Methuen。  new window
11.黃瑞琴(1993)。幼兒的語文經驗。臺北：五南圖書出版股份有限公司。  延伸查詢new window
12.Teale, W. H.、Sulzby, E.(1986)。Emergent Literacy: Writing and Reading。Norwood, NJ：Ablex。  new window
13.Gardner, Howard、陳瓊森、汪益(1995)。超越教化的心靈。臺北：遠流。  延伸查詢new window
圖書論文
1.Davydov, V. V.、Radzikhovskii, L. A.(1985)。Vygotsky's theory and the activity-oriented approach in psychology。Culture, communication, and cognition: Vygotskian perspectives。Cambridge University Press。  new window
2.Wertsch, J. V.、Toma, C.(1995)。Discourse and learning in the classroom: A sociocultural approach。Constructivism in education。Hillsdale, NJ：Lawrence Erlbaum Associates Publishers。  new window
3.吳敏而(1991)。語言的發展。發展心理。台北市：心理。  延伸查詢new window
4.黃政傑(1997)。教學的意義與模式。教學原理。台北市：師大書苑。  延伸查詢new window
5.Barr, R.(2001)。Research on the teaching of reading。Handbook of research on teaching。Washington, D. C：American Educational Research Association。  new window
6.Chang, G. L.、Wells, G.(1993)。Dynamics of discourse: Literacy and the construction of knowledge。Contexts for learning: Sociocultural dynamics in children's development。NY：Oxford University Press。  new window
7.Elbers, E.、Streefland, L.(2000)。Shall we be researchers again? Identity and social interaction in a community of inquiry。Social interaction in learning and instruction: The meaning of discourse for the construction of knowledge。NY：Pergamon。  new window
8.Gee, J. P.(2000)。Discourse and sociocultural studies in reading。Handbook of reading research。Mahwah, N. J.：Lawrence Erlbaum Associates。  new window
9.Moll, L. C.(1990)。[Vygotsky and education: Instructional implications and applications of sociohistorical psychology]Introduction。Vygotsky and education: Instructional implications and applications of sociohistorical psychology。Cambridge：University Press。  new window
10.Moll, L. C.、Whitmore, K. F.(1993)。Vygotsky in classroom practice: Moving from individual transmission to social transaction。Contexts for learning: Sociocultural dynamics in children's development。New York, NY：Oxford University Press。  new window
11.Teale, W. H.、Sulzby, E.(1989)。Emergent literacy: New perspectives。Emerging literacy: Young children learn to read and write。Newark, Delaware：International Reading Association。  new window
12.Tudge, J. R. H.(1990)。Vygotsky, the zone of proximal development, and peer collaboration: Implications for classroom practice。Vygotsky and education: Instructional implications and applications of sociohistorical psychology。Cambridge：Cambridge University Press。  new window
13.Van der Aalsvoort, G. M.、Harinck, F. J. H.(2000)。Studying social interaction in instruction and learning: Methodological approaches and problems。Social interaction in learning and instruction: The meaning of discourse for the construction of knowledge。Pergamon。  new window
14.Zuckerman, G.(2003)。The learning activity in the first years of schooling: The developmental path toward reflection。Vygotsky's educational theory in cultural context。NY：Cambridge University Press。  new window
15.Phillips, D. C.(2000)。An opinionated account of the constructivist landscape。Constructivism in education: Opinions and second opinions of controversial issues。Chicago, Illinois：NSSE。  new window
16.Resnick, L. B.(1991)。Shared cognition: Thinking as social practice。Perspectives on socially shared cognition。Washington, DC：American Psychological Association。  new window
17.Palincsar, A. S.、Brown, A. L.、Campione, J. C.(1993)。First-grade dialogues for knowledge acquisition and use。Contexts for Learning: Sociocultural Dynamics in Children's Development。New York：Oxford University Press。  new window
18.Wertsch, J. V.(1984)。The Zone of Proximal Development: Some Conceptual Issues。Children’s Learning in the "Zone of Proximal Development"。San Francisco, CA：Jossey Bass。  new window
19.Leont'ev, A. N.(1981)。The problem of activity in psychology。The concept of activity in Soviet psychology。Armonk, NY：M. E. Sharpe。  new window
20.Vygotsky, L. S.(1981)。The genesis of higher mental functions。The concept of activity in soviet psychology。Armonk, NY：Sharpe。  new window
21.Cole, M.(1985)。The zone of proximal development: where culture and cognition create each other。Culture, communication, and cognition: Vygotskian perspectives。Cambridge University Press。  new window
22.Von Glasersfeld, E.(1995)。A constructivist approach to teaching。Constructivism in Education。Hillsdale, NJ：Lawrence Erlbaum Associates。  new window
23.Gergen, K. J.(1995)。Social construction and the educational process。Constructivism in education。Lawrence Erlbaum Associates。  new window
 
 
 
 
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