兒童主體性在資訊融入教學中的實踐：批判教育社會學之分析

The Praxis of Children's Subjectivity in Information Technology Integrated into Instruction: The Analysis of Critical Sociology of Education

陳儒晰(Ru-Si Chen)

《兒童與教育研究》 2期 (2006/08) Pp. 85-114

摘要

資訊融入教學在當代兒童教育中已愈形重要，其透過不同程度的資訊科技融入方式與課程及教學發生連結，並以內嵌的數位化、多元化與多樣性特質提升兒童的知情技表現，增進兒童在資訊社會中的資訊素養表現及競爭力。但就這幾年台灣資訊融入教學的研究探討中，不論就教學設計、課程規劃或資訊科技融入的各個面向而言，均可發現教師或工具開發者實主導整個教學活動的設計與流程。兒童並未因其親自參與資訊融入教學活動而在學習進程上擁有較大的發言權；且受限於生理或心理年齡與教師或工具開發者之間的落差，長期處在班級社會階級體系中的弱勢地位，使其成為教學情境中的被操弄者或實驗的白老鼠。因此，本文從批判教育社會學的角度出發，針對台灣當前的資訊融入教學現況加以分析，並將研究主軸擺在兒童主體性的實踐及其所受到的資訊宰制困境，思索如何在此不平等的資訊結構中，建構出實踐兒童主體性的教育解放策略。研究者發現兒童主體性在資訊融入教學活動中的彰顯頗為不足，此新教學模式雖可增進表面效度的學習興趣與動機，卻偏向於心理因素的滿足而忽略社會行動之考量。更甚者，逕以不成熟個體或未完成心智觀來限定其行動發展，忽視從小累積社會認知與實踐能力能量的契機，未能發展兒童的批判思考與社會實踐能力。上述問題，都可藉由批判教育社會學的分析，來提供理論與實務層面的解決策略。

關鍵字

兒童主體性 ； 資訊融入教學 ； 批判教育社會學

並列摘要

The issue of information technology integrated into instruction is very important to contemporary schooling in Taiwan. Having the features of digital, multiple, and diversifying forms, information technology can improve children's performance, information literacy and abilities by the interaction between information technology and instruction. Focusing on the present studies about information technology integrated into instructions, we can find the fact that teachers or instrumental developers dominated the designing process of teaching. Children had few opportunities and power to actively articulate their subjectivity and information technology integrated into instruction because of their physical and mental undeveloped status. Children also did not play an important part in the process of learning, and had little power to voice themselves, because they have been located on a disadvantaged situation in school for a long time. Therefore, this study aims to conduct critical studies on the dimensions of information technology articulating instruction, based on the critical sociology of education, and focusing on the praxis of children's subjectivity and the studying of the difficult position by information technology dominated. This study also seeks to construct the practical educational alternatives in the unequal informational social structure to manifest children's subjectivity. The findings of this study conclude that there are some questions in the manifestation of children's subjectivity on information technology integrated into instruction. This new learning model can improve children's psychological interests and motivations, but ignore social interactions and implications by information technology. Furthermore, it cannot develop the critical thinking and social practicing of children, and attribute to their immature mental development. In sum, we should emphasize the educational alternatives of children's subjectivity and information technology integrated into instruction by theoretical and practical dimensions on the basis of critical sociology of education.

並列關鍵字

children's subjectivity ； information technology integrated into instruction ； critical sociology of education