知論經濟對教師教學知能之啟示

The Implication of Knowledge Economy for Teachers' Teaching Intell Faculty

許朝信(Chao-Shen Hsu)

《課程與教學》 5卷1期 (2002/01) Pp. 85-102+175

https://doi.org/10.6384/CIQ.200201.0085

摘要

管理大師杜拉克( Peter Drucker )曾指出，當前經濟發展之決定性的生產要素，既不是資本、土地，也不是勞動力，而是知識。21世紀知識是企業繼勞力與資本後之主要發展基礎與新競爭利器，知識不僅是價值、力量，也是有形的商品。可知，知識經濟一詞之重要性，它不僅對於個人、組織、企業甚至國家都是極重要。商業上知識之更新轉換是快速的，然而在教育上，要是教師只憑恃師資培育機構所學，並沒積極從事進修蒐集新知，那在今日之知識經濟時代中是落伍的。學校是傳遞知識的主要場所，但長期以來，學校教育似乎是落後於社會。值此電子化世代，教師需體認知道經濟內渴之重要性，積極吸收革新知。充實教學如能並創新教學，藉以扭轉可能之負面評價。

關鍵字

知識 ； 知識經濟 ； 教學知能

並列摘要

Peter Drucker has highlighted that the important factors of economic development are not the capital, source of land, and the effectiveness of labor, but rather the knowledge available. In the twenty-first century, knowledge is a very important development base and competitve instrument for enterprises which are behind labor effectiveness and capital. Therefore, knowledge economy is not only important for individuals, organizations, and enterprises, but also important for the country as a whole. In the market place, the transformation of knowledge is very fast, but on the education domain, if teachers do not continue to study and enrich knowledge, they can not keep abreost of progress. For many years, schooling has been criticized for lacking progress. Teachers, therefore, in the e-century, must realize the meaning of knowledge economy and catch the new information positively. Teachers must fulfill teaching intellectual faculty and create new teaching methods, in order to reverse negative evaluations.

並列關鍵字

knowledge ； knowledge economy ； teaching intellectual faculty

參考文獻

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