釋《Bruner教育論著自選集》中1960年代八篇論文所揭示的課程與教學主張

Explanation of the Curriculum and Instructional Thoughts Revealed in Eight Essays from the 1960s in“In Search of Pedagogy: The Selected Works of Jerome. S. Bruner”

本文視Bruner《自選集》中1960年代發表的八篇論文為旨在論述如何運用課程與教學實現助成心智發展、激發思考能力之目標的力作。本文以八篇論文為對象，配合有關文獻，採用「詮釋循環」的作法，視其全部的著作為整體、八篇論文為部分，同時以其等為整體、各篇論文為部分，在此整體與部分之間往復來回的雙向道路上，進行分析與綜合，並據以詮釋與反思其等所揭示的課程與教學主張。本文指出，以結構為本的課程可以讓學生能從中獲得「最大量再生的學習」，而以發現為本的教學則能讓學生有機會不斷地組織訊息、提取訊息，使記憶容易保留，獲得較佳的學習成效。本文除於目標、課程與教學各節末做出討論外，並專設一節綜合說明Bruner主張的特點與其自陳的疏失之處。文末，殿以總結及未來研究的建議。

This paper examines the eight essays published in Bruner’s Selected Works in the 1960s in order to explore how curriculum and instruction can be employed to achieve the goals of intellectual development and stimulation of thinking. This paper analyzes and synthesizes the eight essays with the relevant literature and adopts the method of“hermeneutic cycle”. Through this method, the understanding of all his work as a whole is established by reference to eight papers which are considered as the individual parts. The understanding of each individual part is also established by reference to the whole. The analysis and synthesis between the whole and the parts are carried out back and forth, and the finding are used to interpret and reflect on the curriculum and instructional ideas. This paper points out that structure-based curriculum allows students to obtain“maximum regenerative learning”, while discovery-based teaching allows students to continuously organize information, extract information, and use it. Memory is easily retained, and better learning results are achieved. In addition to the discussions made at the end of each section, this paper also includes a section that synthesizes the characteristics of Bruner’s claims and his self-reported negligence. The paper concludes with a summary and suggestions for future research.