圖書描述
This book is a product of intercultural dialogues between Rainer Kokemohr from Germany and educational scholars from Taiwan, during a period of more than 15 years. When professor Kokemohr served as a part-time chair professor at the College of Education, NCCU, he had the opportunity to observe different schools and to dialogue with many scholars. Section One of the book presents discussions on pedagogical norms and goals. Section Two brings together articles that discuss educational goals in relation to concrete social interactions or special, pedagogically significant phenomena and structures that determine teaching-learning processes within educational institutions. In Section Three, the authors discuss the challenge of modern education in view of historical or life-historical educational conditions.
德國漢堡大學可楷模（Rainer Kokemohr）教授曾經在政大擔任兼任講座教授15年，這段期間他觀察瞭颱灣許多學校並與許多專傢學者對話，本書是這段跨文化對話的成果。本書第一部分討論教育目標與規範，第二部分討論教室內的師生互動、社會互動、教學現象、教學結構與學習曆程之間的關係，第三部分從曆史以及生活史的觀點討論當代教育所麵臨的挑戰。
具體來說，本書討論的議題包括：即興美學與共生哲學（禪宗觀點）、體現認知作為想像力的基礎、能力或素養導嚮教育、綫性思考的教育是否能符閤復雜社會的需求、國中教學的生産綫模式、學習是問題索解的曆程、教學互動的對話、對話課程的設計、曆史教學的基本問題、課程在地化的意義、文化對兒童發展的影響、兒童對於想像與真實的探索、兒童的轉化、青少年的轉化、社區大學的課程設計等。
德國漢堡大學可楷模（Rainer Kokemohr）教授曾經在政大擔任兼任講座教授15年，這段期間他觀察瞭颱灣許多學校並與許多專傢學者對話，本書是這段跨文化對話的成果。本書第一部分討論教育目標與規範，第二部分討論教室內的師生互動、社會互動、教學現象、教學結構與學習曆程之間的關係，第三部分從曆史以及生活史的觀點討論當代教育所麵臨的挑戰。
具體來說，本書討論的議題包括：即興美學與共生哲學（禪宗觀點）、體現認知作為想像力的基礎、能力或素養導嚮教育、綫性思考的教育是否能符閤復雜社會的需求、國中教學的生産綫模式、學習是問題索解的曆程、教學互動的對話、對話課程的設計、曆史教學的基本問題、課程在地化的意義、文化對兒童發展的影響、兒童對於想像與真實的探索、兒童的轉化、青少年的轉化、社區大學的課程設計等。
著者信息
圖書目錄
Introduction
SECTION I: GENERAL REMARKS, OBSERVATIONS AND REFLECTIONS
I.1 Symbiosophy and the Aesthetics of Improvisation: Inspiration on Boundary-Crossing from Zen Master Hui-Neng / Tsao-Lin Fong
I.2 The Embodied Cognition as the Foundation of Imagination: The Clues Based on Kant’s Philosophy / Yung-Kang Hsu
I.3 Competency-Based Education: Do the Ends Justify the Means? / Jason C. Chan, Pichun Wu
SECTION II: TOPICS, ISSUES AND ASPECTS OF SOCIAL INTERACTION IN EDUCATIONAL INSTITUTIONS
II.1 Does Linear Education Meet the Requirements of Complex Societies? / Rainer Kokemohr
II.2 Teaching as Production of Assembly-Line: Classroom Interaction Analysis in a Junior High School / Shing-Shiang Ting, Ming-Shiang Ni
II.3 Learning as Problem Solving: Foundations of a Humanist Pedagogy / Rainer Kokemohr
II.4 Didactics as Dealing with Contingency in Teaching-Learning Interaction / Rainer Kokemohr
II.5 Didactics: How to Plan a Good Lesson? / Rainer Kokemohr
II.6 Some Basic Issues in the Teaching and Learning of History / Rainer Kokemohr
II.7 A Localized and Meaningful Curriculum: Some Observations on Its Practical Meaning / Rainer Kokemohr
II.8 Sociogenesis: The Impact of Culture on Children’s Development in Modern Societies / Rainer Kokemohr
II.9 Reading Children: Exploring the World between Phantasy and Reality / Rainer Kokemohr
SECTION III: THE CHALLENGE OF MODERN EDUCATION IN VIEW OF SOME INSTITUTIONAL, HISTORICAL OR LIFE-HISTORICAL CONDITIONS
III.1 The Transformation of Childhood: A Study of Preschool Teachers’ Professional Role-Formation from a Biographical Perspective / Ming-Shiang Ni
III.2 The Transformation of a Teenager: A Biographical Perspective of a Transcendent Journey from Inner Conflict / Hsin-Yi Huang
III.3 Community Colleges’ Course Design Orientation / Huang-Yao Hong, Guo-Tsai Hung, Hui-Ping Wu
Index
SECTION I: GENERAL REMARKS, OBSERVATIONS AND REFLECTIONS
I.1 Symbiosophy and the Aesthetics of Improvisation: Inspiration on Boundary-Crossing from Zen Master Hui-Neng / Tsao-Lin Fong
I.2 The Embodied Cognition as the Foundation of Imagination: The Clues Based on Kant’s Philosophy / Yung-Kang Hsu
I.3 Competency-Based Education: Do the Ends Justify the Means? / Jason C. Chan, Pichun Wu
SECTION II: TOPICS, ISSUES AND ASPECTS OF SOCIAL INTERACTION IN EDUCATIONAL INSTITUTIONS
II.1 Does Linear Education Meet the Requirements of Complex Societies? / Rainer Kokemohr
II.2 Teaching as Production of Assembly-Line: Classroom Interaction Analysis in a Junior High School / Shing-Shiang Ting, Ming-Shiang Ni
II.3 Learning as Problem Solving: Foundations of a Humanist Pedagogy / Rainer Kokemohr
II.4 Didactics as Dealing with Contingency in Teaching-Learning Interaction / Rainer Kokemohr
II.5 Didactics: How to Plan a Good Lesson? / Rainer Kokemohr
II.6 Some Basic Issues in the Teaching and Learning of History / Rainer Kokemohr
II.7 A Localized and Meaningful Curriculum: Some Observations on Its Practical Meaning / Rainer Kokemohr
II.8 Sociogenesis: The Impact of Culture on Children’s Development in Modern Societies / Rainer Kokemohr
II.9 Reading Children: Exploring the World between Phantasy and Reality / Rainer Kokemohr
SECTION III: THE CHALLENGE OF MODERN EDUCATION IN VIEW OF SOME INSTITUTIONAL, HISTORICAL OR LIFE-HISTORICAL CONDITIONS
III.1 The Transformation of Childhood: A Study of Preschool Teachers’ Professional Role-Formation from a Biographical Perspective / Ming-Shiang Ni
III.2 The Transformation of a Teenager: A Biographical Perspective of a Transcendent Journey from Inner Conflict / Hsin-Yi Huang
III.3 Community Colleges’ Course Design Orientation / Huang-Yao Hong, Guo-Tsai Hung, Hui-Ping Wu
Index
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