理解，實踐的開始：一位特殊教育教師的自我批判

Understanding as a Basis of Praxis: A Special Educator's Self-Critique

廖淑戎(Shu-Jung Liao)

《教育實踐與研究》 20卷2期 (2007/09) Pp. 187-212

https://doi.org/10.6776/JEPR.200709.0187

摘要

本文從描述一位自閉症男孩在國中二年級所發生的故事為開始，我嘗試將這些書寫的故事作為探究主體性的範疇。透過批判反思，這些故事增進我的理解，並提供我思索應如何形塑個人教育實踐的機會。我意識到學生是完整個體，且能在他生存的世界裡努力學習著，這和在教室裡學習知識是一樣重要的。我發現倘若這一點不能充份實踐，則學校課程的建構是無法被理解的，因而我們必須尊重學生的個別差異。本文試著以有機的觀點看待師生共構意義的過程。

關鍵字

探究 ； 批判反思 ； 理解

並列摘要

This paper begins with the stories about an eighth-grade autistic boy. Those connections and interests in his stories have led me to my work in writing, as an inquiry. It is that consideration of subjectivity that intrigues me. It provides the opportunities for me to enhance my understanding and further to consider how to shape my own pedagogical practices through critical reflection. I find the construction of school curricula cannot be understood without an understanding of how we acknowledge those students as whole human beings striving to learn how to live in the world as well as to gain knowledge in the classroom. These students' individuality needs to be esteemed. This paper thus attempts to provide an organic view to examine the meaning construction process of teachers and students who work together.

並列關鍵字

Inquiry ； critical reflection ； understanding

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