P. Freire的批判教學論對於教師實踐教育改革的啟示

P. Freire's Critical Pedagogy and Its Implications for Teachers Implementing Educational Reforms in Taiwan

今日臺灣教育改革風潮如火如荼地推動，但也激起各種批判與反省的聲音。有鑑於此，本文採取哲學思考的方法，分析Freire批判教學論的主張，並探究其對基層教師面對與實踐教育改革的可能啟示。本文首先探究Freire的主要教育議題，包括：1.恢復人性的實踐；2.批判意識的覺醒；3.解放教育的實踐；4.教育即是政治的行動；5.教師作為文化工作者；以及6.對話教育與提問教學。本文其次根據Freire批判教學論的反思，檢視臺灣目前的教育改革風潮，提出五個啟示作為教師面對教育改革可以作為的理念與原則，包括：1.實踐人性化的教學論；2.發展批判的解放教師；3.運用提問與對話的教學；4.揭露教育改革的神話；以及5.教師成為教育改革的推手。

This article analyzes Freirean pedagogy and draws some implications for teachers facing the challenges from recent educational reforms in Taiwan. The themes of Freirean pedagogy discussed include the following: (1) the praxis of humanization， (2) the process of critical consciousness-raising， (3) the praxis of libertarian education， (4) education as political action， (5) teachers as cultural workers， and (6) the pedagogy of dialogue and problem-posing. Based on Freirean pedagogy， a few guidelines are proposed for teachers to use when implementing educational reforms， including: (1) the praxis of humanizing pedagogy， (2) teachers as critical libertarian educators， (3) the employment of dialogue and problem-posing education in libertarian classrooms， (4) the de-mystification of educational reforms， and (5) teachers as actors of educational reforms.