:::

詳目顯示

回上一頁
題名:尼爾森式蘇格拉底對話法在大學教學之應用
作者:劉藍芳
作者(外文):Liu, Lan-Fang
校院名稱:臺北市立大學
系所名稱:教育學系
指導教授:但昭偉
林逢祺
學位類別:博士
出版日期:2014
主題關鍵詞:尼爾森尼爾森式蘇格拉底對話法大學教學Leonard NelsonNelsonian Socratic Dialogueuniversity 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(0) 博士論文(0) 專書(0) 專書論文(0)
  • 排除自我引用排除自我引用:0
  • 共同引用共同引用:0
  • 點閱點閱:24
本研究旨在探討「尼爾森式蘇格拉底對話法」(以下簡稱蘇格拉底對話法)對大學生學習的影響,及剖析執行蘇格拉底對話法所需具備之條件,並建構適合大學教學情境之蘇格拉底對話模式。研究者以行動研究法在大學中執行三階段(三個學期)之蘇格拉底對話法教學,並輔以訪談,了解蘇格拉底對話法的優缺點,以及接受蘇格拉底對話法教學的學生,在學習上是否產生重要改變。本研究發現採用蘇格拉底對話法進行教學,對學生學習有如下效果:促進學生批判思考能力、增進教學中對話的深度與廣度、引導學生釐清概念與原則、激發主動精神及有助於學習民主社會素養。本研究並依據實踐經驗,提出執行蘇格拉底對話法教學時所需具備之條件包含:確認執行蘇格拉底對話法之目的與主題之選擇、理解學生的先備知識、規劃對話執行的次數、介紹對話規則與精神、設定妥善討論時間、控制適量討論人數、發揮促進者的效能、確保對話參與者遵守規則及確切執行案例選擇的要素。最後,研究者建構出適合大學教學情境之蘇格拉底對話法模式,包含五個階段:階段一,說明對話規則及主題;階段二:提供與選擇案例;階段三,分析代表案例;階段四:回溯抽象;階段五:進行後設對話或心得回饋。
The main purpose of this study is to investigate the influence of Nelsonian Socratic Dialogue (Socratic Dialogue, abbreviated as SD) on university students’ learning, as well as to analyze the conditions required in performing it and to construct an instructional model using it in the same context. The researcher firstly conducted an action research for three phases of the dialogue, lasting for three semesters, in a university, with a follow-up interview. Then the possible advantages and disadvantages of SD were further investigated, with some likely significant changes found during the students' learning. These major research findings cover several points below. Firstly, SD plays major influences on students' learning, including enhancing their critical thinking, increasing the depth and breadth of instructional conversations, clarifying students’ concepts and the principles behind the concepts. It also promotes students to inquire actively and harness a deeper learning towards a social democracy. Based on the experiences and findings of this search, some conclusions could be generalized for conducting SD. They are: choosing the topic and verifying the purpose of using SD, understanding the students’ previous knowledge, allocating the SD frequencies, introducing the SD’s spirit and its necessary rules, setting proper time for discussion, limiting the numbers of group members, functioning well the group facilitator, ensuring a strict rule-compliance for members, and carrying out exactly the case selected. Finally, a model of applying SD to university teaching is recommended with five phases: (1) explanation of SD rules and topics; (2) asking students to provide examples and vote for their favorite; (3) analysis of the example; (4) regressive abstraction; (5) meta-dialogue or a follow-up feedback.
Keywords: Leonard Nelson, Nelsonian Socratic Dialogue, university teaching
一、中文文獻

方永泉(譯)(2006)。受壓迫者教育學。(原作者:Paulo Freire)。臺北市:巨流。(原著出版年:1970)
王滿馨(2012)。我國多元師資培育的反省與案例教學之運用。載於國立東華大學師資培育中心(主編),案例教學與師資培育Ⅱ(49-65頁)。花蓮縣:國立東華大學。
史美瑤(2012)。21世紀的教學:以「學生學習為中心」的教師發展。評鑑雙月刊,36,42-44。
石凌霜(2013)。蘇格拉底方法在法律通識課程教學中的應用。教育實踐與研究, 26(1),119-156。new window
李奉儒(2013)。對話。載於林逢祺、洪仁進(主編),教育哲學:隱喻篇(261-267頁)。臺北市:學富。
沈清松(2011)。哲學概論。臺北市:五南。
林玫君(2009)。案例教學法應用於教師培訓之研究。藝術教育研究,17,1-33。new window
林逢祺(2004)。教育規準論。臺北市:五南。
林逢祺、劉藍芳、洪仁進、葉坤靈(2014)。尼爾森式蘇格拉底對話法及其在教育上的運用。載於林逢祺、洪仁進(主編),教育哲學:方法篇(561-598頁)。臺北市:學富文化。
洪榮昭、林展立(2006)。問題導向學習課程發展理論與實務。臺北市:師大書苑。
洪漢鼎(譯)(2007)。詮釋學I:真理與方法—哲學詮釋學的基本特徵。(原著者:Hans-Georg Gadamer)。北京:商務。(原著出版年:1960)
苗力田(1990)。古希臘哲學。北京市:中國人民大學。
范明生(2003)。蘇格拉底及其先秦哲學家。臺北市:東大。
徐文鈺(2013)。影響大學生課堂主動發言的因素。當代教育研究季刊,21(4),41-80。new window
高宣揚(1999)。哈伯瑪斯論。臺北市:遠流。
張民杰(2001)。案例教學法—理論與實務。臺北市:五南。
符碧真(2007)。大學教學與評量方式之研究。臺灣高等教育研究電子報,10。取自http://www.cute.edu.tw/sc/tt/cc/d64.pdf
符碧真、王秀槐(2010)。為什麼學生在課堂上總是靜悄悄?-從文化角度探討學生提問及回答教師問題之研究。行政院國家科學委員會專題研究成果報告(編號:NSC 97-2410-H-002-026-MY2),未出版。
郭淑珍、賴秀芬(2008)。行動研究。載於胡幼慧(主編),質性研究:理論、方法及本土女性研究實例(197-204頁)。臺北市:巨流。
陳向明(2006)。社會科學質的研究。臺北市:五南。new window
陳維剛(譯)(2011)。我與你。(原作者:Martin Buber)。苗栗縣:桂冠。(原著出版年:1923)
曾欽德(2007)。案例教學法於健康與體育領域之應用。國教之友,58(4),57-73。
曾慶豹(1998)。哈伯瑪斯。臺北市:生智。new window
黃郁倫、鍾啟泉(譯)(2012)。學習的革命:從教室出發的改變(原作者:佐藤學)。臺北市:天下。(原著出版年:2006)
黃頌杰、章雪富(2009)。古希臘哲學。北京市:人民。
楊琬如(譯)(2014)。全神貫注的力量:這樣學習激出你的最佳實力。(原作者:黃農文)。臺北市:究竟。(原著出版年:2013)
溫明麗(1998)。批判性思考教學—哲學之旅。臺北市:師大書苑。new window
溫明麗(2002)。皮亞傑與批判性思考教學。臺北市:紅葉文化。new window
潘小慧(2007)。蘇格拉底對話在哲學教育的應用:以團體討論為主的兒童哲學與哲學諮商為例的探討。哲學與文化,34(9),39-60。new window
潘慧玲(2003)。社會科學研究典範的流變。教育研究資訊,11(1),115-143。new window
關超然、李孟智(2009)。PBL問題導向學習之理念、方法、實務與經驗—醫護教育之新潮流。臺北市:臺灣愛思唯爾。

二、英文文獻

Barnett, R. (2005). Recapturing the Universal in the University. Educational Philosophy and Theory, 37(6), 785-797.
Berlin, K. (2004). The methodology of Socratic Dialogue. In P. Shipley &; H. Mason (Eds.), Ethics and Socratic Dialogue in civil society (pp.148-168). London, England: Transaction.
Berlin, K. (2005). The methodology of Socratic Dialogue. In J. P. Brune &; D. Krohn (Eds.), Socratic Dialogue and ethics (pp.88-111). London, England: Transaction.
Brune, J. P., &; Krohn, D. (Eds.). (2005). Socratic Dialogue and ethics. London, England: Transaction.
Carr, W., &; Kemmis, S. (1986). Becoming critical: Education, knowledge, and action research. London, England: Falmer.
Conley, C. (1999). “Socratic Method” of selling, the question is the answer. The American Salesman, 35(6), 3-7.
Cooper, J.M., &; Hutchinson, D. S. (Eds.). (1997). Complete works. Indianapolis: Hackett.
de Botton, A. (2000). The consolations of philosophy. New York : Pantheon Books.
Delgehausen, I. (2004). Experiences with Socratic Dialogue in primary schools. In R. Saran &; B. Neisser (Eds.), Enquiring minds: Socratic Dialogue in education (pp. 41-46). Store on Trent, England: Trentham.
Dewey, J. (1933). How we think. Chicago, MA: Henry Regnery.
Dewey, J. (1955). Democracy and education: An introduction to the philosophy of education. New York: MacMillan.
Dolmans, D. H. J. M., Grave, W. D., Wolfhagen, I. H. A. P., &; Vleuten, C. P. M. (2005). Problem-based learning: Future challenges for educational practice and research. Medical Education, 39, 732-741.
Elliot, J. (1991). Action research for educational change. Philadelphia: Open University Press.
Goldstein, M. (2004). ‘We had to think for ourselves’- Using Socratic Dialogue in mathematics lessons in a secondary school. In R. Saran &; B. Neisser (Eds.), Enquiring minds: Socratic Dialogue in education (pp. 71-77). Store on Trent, England: Trentham.
Gronke, H. (2005). Socratic dialogue or para-Socratic Dialogue? ─Socratic-oriented dialogue as the third way of a responsible consulting and counselling practice. In J. P. Brune &; D. Krohn (Eds.), Socratic Dialogue and ethics (pp.24-35). London, England: Transaction.
Gronke, H., &; Sparnaay, L. (2004). Feelings in Socratic Dialogue on feelings. In P. Shipley &; H. Mason (Eds.), Ethics and Socratic Dialogue in civil society (pp.169-178). London, England: Transaction.
Habermas, J. (1979). Communication and the evolution of society (Thomas McCarthhy, Trans.). Boston, MA: Beacon.
Heckmann, G. (2004). Six pedagogical measures and socratic facilitation. In R. Saran &; B. Neisser (Eds.), Enquiring minds: Socratic Dialogue in education (pp. 107-120). Store on Trent, England: Trentham.
Husén, T., &; Posrlethwaite T. N. (Ed.). (1994). The International encyclopedia of education (2th ed., Vol. 1, pp.42-48). New York: Pergamon
Imison, T. (2004). The challenge of Socratic Dialogue in education. In R. Saran &; B. Neisser (Eds.), Enquiring minds: Socratic Dialogue in education (pp. 25-28). Store on Trent, England: Trentham.
Karageorgieva, A. (2004). Environmental ethics and dialogue with children in Bulgaria: The philosophy for children project. In P. Shipley &; H. Mason (Eds.), Ethics and Socratic Dialogue in civil society (pp.128-131). London, England: Transaction.
Kemmis, S., McTaggart, R., &; Nixon, R. (2014). The action research planner: Doing critical participatory action research. Singapore: Springer.
Kessels, J., Boers, E., &; Mostert, P. (2009). Free space: Field guild to conversation. Amsterdam, Netherlands: Boom.
Kletschko, D., &; Siebert, U. (2004). Socratic Dialogue and democratic development in the Republic of Belarus. In P. Shipley &; H. Mason (Eds.), Ethics and Socratic Dialogue in civil society (pp.112-127). London, England: Transaction.
Krohn, D. (2004). The theory and practice of Socratic Dialogue. In R. Saran &; B. Neisser (Eds.), Enquiring minds: Socratic Dialogue in education (pp. 15-24). Store on Trent, England: Trentham.
Krohn, D. (2005). Welcome to the third international conference on the Socratic Dialogue─And a short introduction to the socratic method. In J. P. Brune &; D. Krohn (Eds.), Socratic Dialogue and ethics (pp.7-11). London, England: Transaction.
Miniotaite, G. (2004). The integration of Europe and the dialogue of values: The international socialization of Lithuania in the process of Euro-Atlantic integration. In P. Shipley &; H. Mason (Eds.), Ethics and Socratic Dialogue in civil society (pp.101-111). London, England: Transaction.
Morrell, K. (2004). Socratic Dialogue as a tool for teaching business ethics. Journal of Business Ethics, 53, 383-392.
Murris, K. (2004). Socratic Dialogue in mainstream education for citizenship in British schools. In P. Shipley &; H. Mason (Eds.), Ethics and Socratic Dialogue in civil society (pp.132-140). London, England: Transaction.
Nelson, L. (1949). Socratic method and critical philosophy selected essays (T. K. Brown III, Trans.). New Haven: Yale University Press.
Nelson, L. (2004). The socratic method. In R. Saran &; B. Neisser (Eds.), Enquiring minds: Socratic Dialogue in education (pp. 126-165). Store on Trent, England: Trentham.
Nussbaum, M. C. (1997). Cultivating humanity a classical defense of reform in liberal education. Cambridge, Mass.: Harvard University Press.
Raupach-Strey, G. (2004). The contribution of Socratic Dialogue to democratic aims in civil society. In P. Shipley &; H. Mason (Eds.), Ethics and Socratic Dialogue in civil society (pp.199-202). London, England: Transaction.
Saran, R., &; Neisser, B. (2004b). Introduction. In R. Saran &; B. Neisser (Eds.), Enquiring minds: Socratic Dialogue in education (pp. 1-8). Store on Trent, England: Trentham.
Saran, R., &; Neisser, B. (2004c). Socratic Dialogue in teaching ethics and philosophy: Organisational issues. In R. Saran &; B. Neisser (Eds.), Enquiring minds: Socratic Dialogue in education (pp. 29-39). Store on Trent, England: Trentham.
Saran, R., &; Neisser, B. (Eds.). (2004a). Enquiring minds: Socratic Dialogue in education. Store on Trent, England: Trentham.
Shipley, P., &; Mason, H. (Eds.). (2004). Ethics and Socratic Dialogue in civil society. London, England: Transaction.
Sternberg, R. J. (2006). Cognitive psychology (4th ed.). Belmont: Wadsworth.
Stewart, D., Blocker, H. G., &; Petrik, J. (2009). Fundamentals of philosophy. NJ: Pearson.
Terada, T. (2004). How can Socratic Dialogue work in Japanese civil society?─The need for Socratic Dialogue in Japan as enquiry and discipline. In P. Shipley &; H. Mason (Eds.), Ethics and Socratic Dialogue in civil society (pp.141-147). London, England: Transaction.

 
 
 
 
第一頁 上一頁 下一頁 最後一頁 top
:::
無相關著作
 
無相關點閱
 
QR Code
QRCODE