農會選任人員自主自治意識之教學策略

The Instructional Strategy in Consciousness of Self-Government and Self-Determination for Famers' Association Selective Staffs

丁文郁(Wen-Yuh Ting)

《農業推廣學報》 10期 (1993/12) Pp. 147-159

https://doi.org/10.29788/RAES.199312.0007

摘要

台灣各級農會在威權統合體制支配下，成為執政黨政府控制鄉村社會的統合機制，所以身為農會主人的選任人員自然成為被支配的階級，卻常不自知，如何突彼此種困境呢？唯有改革農會制度，使其邁向自主自治之道，方可不再被宰制。如何才能讓農會邁向自主自治的改革早日實現呢？本文以為其根本之道在於農會選任人員具有改革意識，進而付諸行動，故本文以激進主義教育哲學為依據，論述農會選任人員自主自治意識教學策略之芻議。本文分別從激進主義教育哲學本質、對人、及對社會的觀點等之個取向，闡明激進主義教育哲學應用在現今政府體制下，農會改革及其選任人員上之適切性。建構在激進主義教育哲學理念下，如何擬訂農會選任人員自主自治意識的教學策略呢？本文依據激進主義教學目標層次，將其分成自覺或及行動式兩種教學策略。進而以這兩種教學策略為經，再以教學目標、教學方法、教學者與學習者關係、及考評模式等四個項目為緯，論述農會還任人員在兩種教學委略中之運作。揆審全文，將激進主義教學策略，依其教學目標層次之不同劃分成自覺式及行動式兩種教學策略，可說是本文一項嚐試。然而在行動式教學策略中，因一般文獻甚少觸及，因此文中在此種教學策略，尤其是其考評模式之發揮着墨較少，期盼有志探究或研究者能深入分析、闡述。

並列摘要

Under the Authoritarian corporatism, The KMT Government imposes integration among the Farmers' Association. As the Farmers' Association leaders are selected, then they have become controlled. As matter of fact they are the msters of Farmers' Association, but they can't autonomously do all the decision making. That is the fact they do not realize till now. The only way is to reform Farmers' Association institution, let them toward self-government and self-determination; then, they wouldn't be controlled. The test suggest the elected leaders should have reform conciousness: therefore, they can do the action. This text is based on the the concept of radicalism in education philosophy and is expressed the suggestion of self-government and self-determination instructional strategy.There are three viewpoints in this text, form the nature, to the man and the society of radicalism in education philosophy. It is described that, under the nowdays goverment situation, the suitability of radicalism in education philosophy to the reform of Farmers' Association and its elected leaders.Built the concept on radicalism in education philosophy, how to plan the Farmers' Association self-government and self-determination insteructional strategy? It is according to the level of instructional objective radicalism in education philosophy, it can be divided into self-conscious and actional instructional strategy. Under these two instructional strategies, there instructional objective, teaching methods, the relationship between the teacher and learner, and evaluation models. It is also expressed the operation of these two instructional strategies on the elected leaders of Farmers' Association.In conclusion, the text is divided the instructional strategy of the radicalism in education philosophy into self-conscious and actional category, according to defferent instuetional objective hierachy. This is a test. Because of lacking review refering to the actional instructional strategy; therefore, there are less discussionas, especially in evaluation models, looking forward to seeing researchers do the analysis more deeply.