問題解決教學歷程中的省思

Reflective thinking of problem-solving teaching process

張耀宗(Yao-Chung Chang)

《兒童與教育研究》 13期 (2018/06) Pp. 79-97

摘要

本文主要目的在於對教保實習課程中，採取問題解決的教學方式，省思在整個教學歷程是重要的活動。對於問題解決的歷程，提出波普爾與杜威等哲學思想家所提出的觀點，兩位哲學家鼓勵嘗試錯誤與積極行動。在此，問題解決教學為找到問題、分析問題原因、形成解決方法，接著就是實踐。此外，像這種問題解決的教學，應把重心放在省思或是事後的檢討上，以便形成個人的經驗。比較可以肯定之處，在於願意從事省思的學生，在工作態度上會比較積極，而教師在教保實習課程上，則要擔任引領學生進行省思的角色。

關鍵字

問題解決 ； 教學歷程 ； 省思

並列摘要

The object of this article is to claim importance of reflective thinking when using problem-solving method in ＂Preschool Practicum＂. To propose Karl Popper's and John Dewey's idea for problem-solving process and they both encouraged positive action about trial-and-error. Problem-solving teaching can be separated as following: find a problem, analyze the cause of the problem, form solutions, and teaching practice. In addition to focus on reflective thinking and review after practical teaching, and it is helpful to form personal experiences through reflective thinking and review. Those students who are willing to think their practical teaching reflectively have positive working attitude. The teacher has to guide the students how to be reflective thinking in problem-solving teaching process.

並列關鍵字

Problem-solving ； teaching process ； reflective thinking