「課」：結構之分析及其教學意義之探討

Lesson: Structural Analysis and Meanings in Teaching

錢清泓(Chin-Hone Chien)

《課程與教學》 1卷1期 (1998/01) Pp. 143-157

https://doi.org/10.6384/CIQ.199801.0143

摘要

本文主要的目的，擬從透過對學校「課」（lesson）的結構分析，來探討教學工作的意義。第一部份先就時間與師生互動兩個層面，來分析「課」的結構組成；第二部分則就「課」的開展與進行，以學校鐘聲為考量，探討教師實際運用於教學時間之運用，更就課程「學科地位」，從授課時間的安排，來了解對不同學科的「課」所可能形成的限制；第三部分從「文化差異」的觀點，探討教師對於教學時間的運用，以及安排學生學習之「參與結構」的不同與影響;最後則在「課」的進行時，如何透過參與結構的改變，營造教學時「真正討論」的互動情境。本文亦提出以下四點建議，供作教師改善教學之參考：（1）覺知學校和班級生活的例行事件對於教學時間的影響；（2）了解學校授課時間安排對於實際教學的影響；（3）檢視自己教學時安排學生學習的參與結構；(4)認知與學生互動時，學生所處之社群文化背景的影響。

關鍵字

教學 ； 參與結構 ； 課

並列摘要

This paper analyzes and discusses the meaning of teaching in the ”lesson” structures. The lessons in schools have sequential and hierarchical structures. The former is arranged by schedule in school and the latter is rooted on the basic teacher-student interaction. The first part of the paper analyzes the structures of lessons based on time allocation and teacher-student interation. Then, from what is actually happend in a school, the author explores the time arrangement of class. And it is strongly influenced by the status of specific subject. This arrangement sometimes forms the hidden curriculum in school. The third part discusses the participant structure from the view of cultural differences. Because of the different cultural backgrounds between teachers and students, it might be hard for students to participate learning in school. The author emphasizes that it is important for teachers construct a culturally specific context for students to learn. In the fourth part, the author examined the interactive situation of ”real discussion”. Finally, the author makes some suggestions for teachers to improve their teaching guality.

並列關鍵字

Teaching ； Participant Structure ； Lesson