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題名:建構道德主體性課程之自傳民族誌研究
作者:章五奇
作者(外文):Chang, Wuchi
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:2012
主題關鍵詞:自傳式課程自傳民族誌道德主體性道德課程currereautoethnographymoral subjectivitymoral curriculum
原始連結:連回原系統網址new window
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  • 被引用次數被引用次數:期刊(1) 博士論文(1) 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:136
本研究是以currere自傳探究方法運用在道德教育,是一個公立國民小學裡的平凡導師透過自我探索、自我成長,對道德教育的深刻反省與轉化。本研究採取自傳民族誌研究,在課程實踐和反思的歷程中,教師覺醒到阻礙我們成為道德主體的權力結構及知識宣稱,因此融入課程中,引領學生一起反思,透過師生的協商、對話,轉變內在歷程,勇於自主獨立、自我認同、自我塑造、抗拒壓迫、自我管理,成為關懷自我和他人的道德主體,整個歷程就是Pinar所說的自傳式課程。
本研究的目的有三:一、以自傳民族誌方法看見外在社會脈絡及意識型態如何形塑教師的課程意識及課程實踐。二、師生一起建構「道德主體性課程」後,探究在實踐過程中,我與自己、我與學生的對話和磋商。三、反思自傳研究對道德教育課程實踐的可能影響。
研究結果如下:
一、四十年來臺灣社會脈絡和意識型態大為轉變,社會形塑教師無力無能的形象,教師需透過自傳方法自省以重新轉化。
二、教師對道德課程實踐的反思:
(一)反思課程中的教師自我:透過自傳歷程自覺自省,能擴展視野,開放空間,引導學生及社會的改變。
(二)反思道德課程教學及使用的策略:教師要重新找回專業能力,可採用的方法有:1. 在民主溝通中兼顧個人與集體利益2.融入自傳創造美學的道德課程 3.深刻閱讀故事以便反思與批判4. 兼顧個人存有與團體關係的人文體驗5.從會談(conversation)進入分析性談話6. 以書寫與自我報告更新自我知識7.經營親子般的師生關係
三、反思自傳研究方法應用於道德課程實踐的可能影響:
(一)自傳研究能連結不同理論及生活,需在混沌中做整合
(二)自傳研究不一定能跳脫「知識型」控制,需與不同立場聲音作對話
(三)自傳歷程的四個階段,以「分析」和「綜合」階段最為困難,因為不會自動產生
(四)自傳研究有助形成課程第三空間,朝向未來可能的願景和解決方式
This thesis employs an autoethnographic methodology to illustrate the process of the currere and conversion experience in moral education of my role as a public elementary teacher. I use the autobiographical method to reflect on myself and think about how to construct a moral subjectivity curriculum in my class to assist my students in being a moral subjectivity who cares about self and others. I utilize the method of currere to create awareness of the constructions of societal power , and internalize behaviors in students by conducting a series of thinking, discussion lessons.
The conclusions are (1)Due to the change of environment in politics and economy in Taiwan, the reputation of being a teacher is not as good as before. Therefore, teachers should be aware of this and enhance their professional skills. (2) Teachers could transform traditional instruction in the moral curriculum through the practice of the autoethnography method. (3) There are some advantages and shortcomings that the use of the autoethnographic methodology in moral curriculum practice needs to explore further.
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