- 期刊
一位亞斯伯格症國小學童的蘇格拉底對話法教學旅程之敘事探究
Narrative inquiry of the Socratic Dialogue teaching journey of a primary school child with Asperger syndrome
摘要
「蘇格拉底對話法」（Socrates' Dialogue）在現代獲得哲學諮商與心理治療領域的重視，本研究重新反思蘇格拉底對話法的教育哲學基礎、教學方法、教育特色，同時透過敘說探究（narrative inquiry）的研究方法，藉由研究者教導一位小學三年級亞斯伯格症（Asperger syndrome）孩子的生命故事，透過「蘇格拉底對話法」的教學法，輔導孩子認識自己，理解自己的情緒，而教師在教學過程中形成專業認同的歷程。教育是一場教師與學生不斷反思與對話的歷程，本研究強調「教學反省」的知識取向，透過蘇格拉底對話法的教育歷程，產生教師與學生的向內（inward）轉變及發展，在教學上產生積極性意義。而「蘇格拉底對話法」也讓教師在教學價值觀、教學信念、教學態度、教師自我認同方面得到意義性的成長，同時讓特殊孩子在認識自己、情緒教育上獲得有效的教育協助，因此，研究者選擇以敘說探究的方式進行反思與探索，來理解教師專業認同形構的歷程與原因，本研究更嘗試提出蘇格拉底對話為教學方式，呈現一種蘇格拉底對話法在小學特殊教育上應用之可能性。
並列摘要
This study is a narrative inquiry of the experiences of an Aspergers Child's teacher using Socratic Dialogue. To represent special children's oppressed experiences in Taiwan, the perspective of multicultural education to Asperger children's position is applied. This study aims to explore the challenges of helping special children control their emotions with Socratic Dialogue. The Socratic Dialogue emphasizes that students obtain knowledge and test their beliefs in the process of engaging in dialogues. As general education emphasizes critical thinking, this method is highly applicable specifically in special education programs. The three research questions in this study are: 1.What is the meaning and function of Socratic Dialogue? 2. How to help Asperger's child through Socratic Dialogue? 3. How to improve teachers' professional identity with Socratic Dialogue? The finding suggests that the "Socratic Dialogue Method" allows teachers to grow meaningfully in terms of teaching values, teaching beliefs, teaching attitudes, and teachers' self-identity. At the same time, the method also allows children enrolled in special education programs to obtain effective educational assistance in understanding themselves and receiving emotional education.