虛擬、解構與拼貼：後結構主義的網際空間課程觀

Virtuality, Deconstruction and Collage-a Post-structural Curriculum Perspective of Cyberspace

蔡明哲(Ming-Che Tsai)

《資訊社會研究》 7期 (2004/07) Pp. 147-171

https://doi.org/10.29843/JCCIS.200407.0008

摘要

電腦與網路的普及提供人們另一種通訊、購物、交友與學習的生活方式。課程將隨著資訊科技的日新月異，不斷的加入新的元素，不斷地變化造型，成為色彩繽紛的知識光譜。本文意圖解析「網際空間」、「後結構主義」與「課程」之間的關係，以後結構主義的視野審視網際空間的特性，深思e化時代的資訊科技，帶給課程何種新的思考方向。
本文由「虛擬」、「解構」和「拼貼」三條軸線加以論述。虛擬的網際空間是人的延伸，是另類自我演出的舞台。解構的超文本讓每個人成為作者，能分享個人經驗，敘說自身故事。再脈絡化的拼貼課程，則超越分類、框架與先驗意旨，經由遊戲式的會意符號，進行無紙筆的電子寫作，與他者進行對話和互動。

關鍵字

網際空間 ； 後結構主義 ； 課程

並列摘要

The popularity of computer and internet has offered people an alternative way of life regarding communication, shopping, friendship and learning. Accompanied by the change of information technology, school curriculum has the need of continuously putting in new and rich elements, and by this means constantly restructuring its shape as well in order to formulate a more colorful spectrum of knowledge. This article attempts to explore the relation between ”cyberspace,” ”post-structuralism,” and ”curriculum.” The author examines the characteristics of cyberspace in the light of post-structuralism, and thereby contemplating the effect of new information technology in the ”Electronic Era” on the new way of thinking of curriculum.
The argument is composed of three axes–”virtuality,” ”deconstruction” and ”collage.” Virtual cyberspace is an extension of men, and a stage for alternative self-presentation. The hypertext of deconstruction enables everyone to become an author, who can narrate his or her individual experiences and stories. The ”recontextualized collage curriculum” transcends established schemes of classification, framework, and transcendental signifieds, which engages electronic writing and dialogue with others without paper and pen but merely symbolic game-playing process.

並列關鍵字

Cyberspace ； Post-structuralism ； curriculum

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