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1、思維術，第三至四章,主讀人：王清思 嘉義大學國教所助理教授,思考是一件很難的事嗎？,杜威說不用教我們都會？！ 但為何會想到破頭呢？ 反省性思維 v.s. 工具理性思維 如果我們思考的目的是為了獲得知識和信念那的確會令人想到破頭。 此種目的所衍生的思維方式和態度最富教育意義（the truly educative in value)。 驗證性思考真的優於創造性思考嗎？,Natural Resources in Training Thought,杜威的用字：Natural Resources? or Native powers! Curiosity 天生的好奇心 人天生具有求知慾（亞理斯多德） S
2、uggestion (idea in its most primitive sense) 不斷湧現的念頭或思緒 人是會思考的動物 Orderliness 秩序性為反思性思考的特質,Curiosity,好奇心的三層次 1. 身體物理性的 Physical 2. 社會性的 Social 3. 智識性的 Intellectual,好奇心如何得到提升,Curiosity rises above the organic and the social level and becomes intellectual in the degree in which it is transformed into i
3、nterest in finding out for oneself the answers to questions that are aroused by contact with persons and things. 從好奇心到主動探究問題答案的歷程,老師與家長的機會和責任,The crucial problem for the educator is to utilize for intellectual purposes the organic curiosity of physical exploration and linguistic interrogation. This
4、can be accomplished by attaching them to ends that are more remote, that require finding and inserting intermediate acts, objects, and ideas. To the degree that a distant end controls a sequence of inquiries and observations and binds them together as means to an end, just to that degree does curios
5、ity assume a definitely intellectual character. 如何幫兒童將原初感到好奇的問題，引導到目的性的探究，此目的之探究是高於孩童原本自身能力或經驗所能企及的，使此探究富有智識上的挑戰性、更有組織性、和更具教育意義。,好奇心可以教嗎？,With respect to curiosity, the teacher has usually more to learn than to teach. Rarely can he aspire to the office of kindling or even of increasing it; his provi
6、nce is rather to provide the materials and the conditions by which organic curiosity will be directed into investigations that have an aim and that produce results in the way of increase of knowledge, and by which social inquisitiveness will be converted into ability to find out things known to othe
7、rs, an ability to ask questions of books as well as of persons. 教師自身也必須是個探究者，與兒童一起樂在探究中。,教師應注意的事：,“to avoid all dogmatism in instruction” “to know how to give information” “to refrain from giving information” 過於教條式的講解與答案，給予過多或過少的資訊，都會妨礙兒童進行主動探究，造成好奇心的消失。,Suggestion,念頭或思緒的三面向 1. Ease, or promptness 快
8、慢 2. Range, or variety 廣度 3. Depth, or profoundness 深度 想得深通常需要想得久。教師應鼓勵慢工出細活的思考與態度。,Any subject may be intellectual?,“Any subject, from Greek to cooking, and from drawing to mathematics, is intellectual, if intellectual at all, not in its fixed inner structure, but in its function-in its power to st
9、art and direct significant inquiry and reflection. What geometry does for one, the manipulation of laboratory apparatus, the mastery of a musical composition, or the conduct of a business affair, does for another.” 思考本身是一件具體的事情，We always think about something, rather than just think. 所以任何主題（cooking,
10、 gardening, carpentry) 都可以提升智識的能力，而不只是讀書而已。 你同意嗎？,Orderliness 秩序性,CONSECUTIVENESS, CONTINUITY, OR ORDERING OF SUGGESTIONS Consecutiveness means flexibility and variety of materials, conjoined with singleness and definiteness of direction. It is opposed both to a mechanical routine uniformity and to
11、a grasshopper-like movement.,只有初步的想法還不夠，如何使想法之間，不是機械式、亦不是跳躍式的連結，而是環環相扣，緊密相連，這樣才有助於能達成一個整體、全面性的結論，這才使反省性思維具有真正的教義意涵。 但有目的性、系統性和組織性的思維對兒童是比較困難的，所以要採用activity讓兒童進入探究的歷程。,Can an activity go wrong?,Extreme views about overt activity in education -no activity at all; activity seen as chaotic diversions -a
12、ny kind of play or activity will do, as long as children are able to express themselves 過與不及，如何拿捏？,良好課堂活動的標準,(a) that are most congenial, best adapted, to the immature stage of development; (b) that have the most ulterior promise as preparation for the social responsibilities of adult life; and (c)
13、that, at the same time, have the maximum of influence in forming habits of acute observation and of consecutive inference. 最能符合兒童發展階段，最能為日後所能必須擔起的社會責任做準備，最能培養敏銳的觀察力和縝密的推論習慣。,School Conditions and the Training of Thought,學校的現況對學生思維的影響 1. 老師的影響 2. 學科的影響 3. 現行的教育觀之影響,學生的思維如何受老師影響呢？,老師說話與回話的方式（“slipshod
14、 habits of speech,” “slovenly inferences,” “unimaginative and literal response”）會影響學生的思考習慣。 例如，小孩有耳無嘴，不要想哪麼多，照做就對！答對的，才有獎！ 老師倚賴個人魅力（如麻辣教師）讓學生對聽課有興趣，使得學生將重點放在老師身上，而非所學的事物上。 對於學習，學生僅想找到能讓老師滿足的答案，而非自己心裡真正想知道的答案。,學生的思維如何受學科性質的影響呢？,傳統學科的學習(disciplinary studies)容易使人和實際現實面脫節 技術導向的課（skill studies) 容易使人變得呆板和機械化 資訊類的課（informational studies) 無法使人發展智慧,學生的思維如何受現行教育觀影響呢？,就教學法而言，過度強調對的答案。 ex. 小明的媽媽到菜市場買菜，買了12之雞腿，請問他買了幾之雞的腿？ 就學生的行為要求而言，過度強調秩序與安靜, 強調行為的一致性。 這些都對學生的思維模式有負面的影響。,The End. Thanks for your attention.,