概念獲得模式在社會科教學之應用

Teaching Concepts in Social Studies by The Concept Attainment Model

「概念」的學習是許多教學理論中非常強調的一個重點。布魯納（Bruner）指出學習者如何將所學習到的事實轉成意識、知識、情戚、或是其他的東西是需要所謂的「知覺的過程」。要形成「知覺的過程」需要學習者採取一些轉換的行動，這些行動包括對訊息採取一系列有系統的選擇和歸類，布魯納稱之為「概念」。葛聶（Gagne）也同樣認為「概念」是組織和無構各種事實的原則，它可以節省學習的時間、精力並且符合經濟的原則，是「智識能力」中的一種。「概念獲得模式」即是根據布魯納的理論以三個階段的方式進行：（1）呈現資料與確認概念；（2）測試概念的獲得；（3）分析思考的策略。本文以國小社會領域四年級的單元「家鄉的節慶與節日」作為範例說明三個階段的步驟，並且詳細解說其進行的方式以及注意事項，希望能作為未來教師從事「概念」教學的基礎。Concepts have been emphasized in teaching for many decades across all learning areas. Bruner indicated that learners need to transform stimuli or facts into consciousness, knowledge , affectiveness through perceptive process, of which the actions taken by learners involve a series of systematic selecting and classifying facts or stimuli. Bruner called these actions taken by learners to distinguish different facts as concepts. Similarly, Gagne described 'concepts' as rules of organizing and classifying facts, which may save learner's time, energy, and economy. The purpose of this paper is to reveal the stages of the concept attainment model, using the unitFestivals and Holidays in Our Home Townin social studies as an example to elaborate the details in the process.