從「結構行動理論」看教學中師生的能動性

To Find out the Capability of Teachers and Students from the Structuration Theory

本研究旨在探討Anthony Giddens的結構行動理論以及它對教育場域中的師生之影響，本文採用理論分析法，先是分析結構行動理論的重要成分，包括結構、行動與行動者、結構與行動，然後再探討結構行動理論對課室中的教學實際，尤其是師生能動性的啟示與影響。經過理論與實際的交互探討之後，筆者發現結構並非只是限制師生的行動，其還能經由資源與權力的運用，促成師生改變結構的能動性。例如，學生雖必須受到教育行政要求、課程與教學、教學中教師的權力之限制，但是學生也可以利用各種方法來展現其能動性，如學生可以成立學生自治組織，來改變學校的行政要求；也可以用自身的經驗、能力，來影響教師及課程設計者等。而教師的能動性來自於其對自身專業能力的轉化與反省，例如，教師可以利用課程發展委員會來使課程更適合自己與學生，教師亦可利用教師專業團隊來影響政策的決定。

The purpose of the article was to explore the Structuration Theory of Anthony Giddens and its influence on the teachers and students in the education field. The method used by the article was the theory analysis method. According to the method， the author first analysis the important components of the Structuration Theory， including structure， action and structuration. Then， discussing the theory’s influence on the capability of teachers and students in teaching.After the exploration of theory and practice， the author found that the structure was not only limited the actions of teachers and students， but also could promote， by the way of using resource and power， the capability of teachers and students. For example， students could set up their self-government organizations for working to change the rules established by school administration. Students could also make the teachers and curriculum designers thinking about the students’ experience and abilities when they designed the curriculum. The capability of teachers came from teachers’ reflection and transforming about their professional abilities. For example， teachers could show their educational opinions when they were members of the Committee of Curriculum Development. Teachers could also influent policies making through their professional organizations.