- 作者: 吳毓瑩、呂金燮、吳昭容
- 作者服務機構: 國立台北教育大學 心理與諮商學系; 國立台北教育大學 特殊教育學系; 國立台灣師範大學 教育心理與輔導學系
- 中文摘要:
本文以獲取知識的「媒介」,亦即載體,為理論核心,重新解讀幾何思維的階層
論。我們首先提問幾何思維的發展除了階層論外,是否另有可能?由此提問再思概念
發展的不同歷程,闡釋載體理論所彰顯的特性,包括社會文化動態結構、仲介思考的
符號工具、以及知識與載體無法分離的性質。從載體之觀點,研究者綜合出幾種可能
性:1.幾何思維的層次亦可能是性質相異之載體的不同運作;2.個體對性質相異載體的
掌握可以同時並進;3.載體所導引的內隱規則會促成不同學習策略;4.幾何教學可因不
同載體的利用而各有安排。最後研究者結語對於部份無法歸納在階層順序下的學習者,
如果從載體理論的觀點,或可接受幾何思維具有多元與非線性的特質。 - 英文摘要: This article aimed to revise geometric thinking from the perspective of genre theory. We first criticize the following properties of geometric thinking through recent research findings of conceptual development: hierarchy, concrete--abstract formation, and generalization. Then we discuss genre theory and explore its three main points: social cultural emphasis, language/instrument system, and knowledge being mediated by genre. We then conclude some possibilities about geometric thinking under genre theory: 1. The levels of hierarchical structure might be learners' operation on different genres, 2. Learners might grasp operations on different genres simultaneously, 3. Different genres produce different implicit rules and might lead different geometric learning strategies, and 4. Geometric teaching strategies might have changed according to different genres. Genre theory may serve as another perspective to approach geometric thinking.
- 中文關鍵字: 情境認知、幾何思維、階層論、概念發展、載體理論
- 英文關鍵字: Hierarchical View in Conceptual Development, Genre Theory, Geometric Thinking, Situated Cognition