哲學教學的行動化轉向─一個通識美學課程規畫的反思性實踐

Reflective Practice for a Philosophy Educator: An Action Research for a Design of Aesthetics Curriculum

林文琪(Wen-Chi Lin)

《全人教育學報》 5期 (2009/06) Pp. 115-146

https://doi.org/10.6272/JHE.2009.05.6

摘要

本文為「教學行動研究」的報告，是作者對自己在大學通識教育中從事哲學教學經驗的批判性審視，紀錄作者企圖協助學生把哲學理論與生活經驗相聯結的課程規畫與教學試驗。文中描述作者在通識教育中從事哲學教學所遇到的困境，試圖脫離困境的各種教學試驗及自我檢討，以及試圖把美學課程規畫成行動／問題解決導向的構想及實踐。本文除了提供以兒童畫為例探討美學理論的行動學習方案外；並展示課程規畫過程中的思想轉折；以及進行961學年度教學實踐的反思，提出本課程下階段進行「行動研究」時自我觀察與反思的議題。

關鍵字

哲學教學 ； 通識教育 ； 行動學習 ； 教學行動研究 ； 美學

並列摘要

This paper is a critical reflection of a philosophy teacher's teaching activities in general education. It explored the obstacles that philosophy teacher encountered in the teaching process, and his effort in self-examining, self-revising and experimental teaching to overcome the difficulties. The research provided an aesthetics curriculum design including action learning and theory learning. Some feedbacks and suggestions were also included in action research.

並列關鍵字

Philosophy Education General Education ； Action Learning ； Action Research ； Aesthetics Curriculum