Journal of Basic Education



作為「啟蒙過程」的師資培訓

1996.第6卷第1及2期(Vol. 6 Nos. 1 & 2).pp. 111–118
 

作為「啟蒙過程」的師資培訓

Teacher Education as an "Enabling Process"

盧敏玲、羅陸慧英(Mun-Ling LO & Nancy LAW)

摘要

本文敘述一個小學常識科師資培訓課程單元的教學過程及其初步結果。常識科是剛引進小學的課程,它意圖通過適當的教學活動組織,給予學生一個綜合科學、健康教育及社會常識三科的跨學科的學習經驗。

本文作者參與了常識科培訓課程內四個教學單元的其中一個以科學為主的教學工作,他們都相信,在小學進行科學教育,應以培育孩子的尋根問底精神,對大自然的熱愛及自己找尋答案的意願和信心為主,而死記硬背一堆資料及課文並不重要。學習的過程應該是一個「啟蒙」的經驗,而不應是知識的傳輸。本文作者發現進修這單元的學員並未能掌掘科學知識,而對教科學更缺乏自信。要他們能負起這「啟蒙」的任務,必先要從思想上有突破性的轉變。這單元就是以此為目標。

通過參與這單元的學習經驗,學員發覺自己對科學的形象及教師的角色都有了改變,也增強了他們對自己能扮演「促進學習者」的信心。

Abstract

This paper describes the processes employed and experiences gained in teaching a General Studies module to a group of B.Ed. (primary) student-teachers. The authors were involved in the teaching of one General Studies module with a science focus. Both authors believe that for primary school children, the cultivation of an inquisitive mind, a love for nature, a willingness and the confidence to find out answers by themselves would be more important than the memorization of a lot of facts about science. The learning experience should be an "enabling process" instead of a mere transmission of knowledge.

Unfortunately, student-teachers taking this module had neither a sound knowledge base in science nor the confidence to teach this subject. For them to take up this difficult task of instigating an "enabling process" for their future primary students, they first had to be "enabled". Learning experiences for this module were planned with this in mind. Through participation in these learning experiences, student-teachers found that their own image of science as well as their idea of their role as a teacher had changed. They were also more confident in their new role as a facilitator.