「內」「外」之間與之外的模糊地帶：再思建構論之爭議

The Blurred Area between and beyond "Inside out" and "Outside-in": Some Reflections on the Current Dispute over Constructivism

蔡敏玲(Min-Ling Tsai)

《課程與教學》 1卷3期 (1998/07) Pp. 81-95+138-139

https://doi.org/10.6384/CIQ.199807.0081

摘要

面對台灣教育界封建4萬論的熱衷討論，本文呈現筆者於1997年在新竹師院「兒童發展遑論與幼教實務」研討會裡對兩位主要講員的回應，以及在會主義現場與之後繼續建構的想法，提出封建構理論之討論的質疑、持續思考，以及對建構課程的一些提醒。筆者認為：強調建構源自內裡，或強調建構乃來自外在環境對心智的影響，都是將社會與心智二分的不適切看法。這樣的區隔將會化約兒童與世界之互動的可能性，如將社會互動概念化為個體內在處是兩個個體之間發生的事，或將建構看成是純粹思維的過程。為了避免落入將建構者與文化二分的陷阱，筆者提出「創塑意義」一詞，以刻劃人與文化相互構成的過程中，人之建構和文化相繫卻又不失主動獨特性的變動關係。認定人與文化的複雜辯證闖係，反而可以擴大並深化教育工作者的視野，更缜密地探索與審視建構者在文化脈絡中創塑意義的複雜歷程(如關注學習者的經驗與需求，文化的期望與合理性)，對學習與教學提出洞見而非規範性的看法，積撞開發建構者與世界互動的可能性。

關鍵字

建構論 ； 兒童發展 ； 創塑意義 ； 皮亞傑 ； 維高斯基

並列摘要

Expanding on some comments made at a conference entitled ”Child Development Theories And Early Childhood Education Practices” held in 1997, this paper presents some questions, thoughts and reminders to the current discussion on constructivism in education. While some people stress that the learner constructs knowledge ”from within” and others focus on the social inf1uences ”from without,” the author regards both approaches as unwise and provides further c1arification. Such dichotomy of the mind and the society will inevitably simplify and constrict our thoughts on the relationship between the learners and the world, for example, to conceptualize social interaction as what happens within an individual or between two persons, or to think of construction as a process of pure cognition. Assuming the mutual constitution of people and culture, the author suggests that a Chinese translation of the term ”to make sense” be more appropriate than the Chinese translation of ”to construct” in depicting the dual process of people being shaped by and shaping culture. 1n the process of applying constructivism in learning practices, the above assumption will broaden and deepen our perspectives, so that we will be able to examine the complexity of making sense within cultural contexts more carefully ( such as attending to the learners' experiences and needs, the expectations and the stance of justification of culture), to offer insights on learning and teaching, and to explore more possibilities on how learners interact with the world.

並列關鍵字

Constructivism ； Child Development ； Making Sense ； Piaget ； Vygotsky