想像力研究對教學發展的啓示

The Implications of Imagination Research on Instructional Development

梁朝雲(Chao-Yun Liang) ； 許育齡(Yu-Ling Hsu) ； 劉育東(Yu-Tung Liu) ； 李元榮(Yuan-Zone Lee)

《教學科技與媒體》 93期 (2010/09) Pp. 95-109

摘要

國內數位學習的探究未將主要心力放在以教育爲本體的社會文化層面，在開發情境與使用實務的歷程研究甚少，對於如想像或創意等重要但較無法具體描述與衡估的議題，鮮有專研能量投入，以致影響相關理論之深化。爲彌補此一缺憾，本文嘗試以教學發展爲基礎，導入想像力的研究，探索融合與突破的可能性。本文首先回顧教學發展的今昔，再論想像力的學術研究，最後以「對教學發展影響的想像」爲題總結本文主張：聚焦想像與創意，並無貶低或揚棄科學和理性之意，因爲傳統與創新可以共存，理性與感性可以共榮。也因此，當代的教學發展應該是有機的，它會持續發展，也會不斷演化。

關鍵字

想像 ； 教學發展 ； 教育科技

並列摘要

Few endeavors have been put on the socio-cultural aspect of the educational core in the domestic study of e-learning field. Not much research has concerns with the process of development situations and professional practices, especially in the area of illusory-like topics, such as imagination and creativity. Based upon the theoretical basis of Instructional Development, this study is the effort of exploring the possibility to make a breakthrough by bringing in the imagination-related research in order to narrow down the previously identified gap. First, this study reviews the past and current state of Instructional Development. The authors then introduce the relevant studies of imagination and imaginative education. The paper is wrapped up by providing a critical reflection on the issue how imagination studies would influence the area of Instructional Development.

並列關鍵字

Imagination ； Instructional development ； Educational technology