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標題: 從「解構主義」探究教師於十二年國教培育學生「符號運用與溝通表達」核心素養過程所應具之基本素養
A Deconstructive Inquiry into the Essential Accomplishment Required for Teachers: The Teaching of the Core Accomplishment of "Symbol Use and Communicative Expression" for Students in Grades One to Twelve Ter-sheng Chiang
作者: 姜得勝
Ter-sheng Chiang
關鍵字: 十二年國教;符號;溝通;核心素養;解構主義;twelve-year fundamental education;symbol;communication;core accomplishment;Deconstruction
Project: 教育科學期刊, Volume 16, Issue 2, Page(s) 53-77

The policy of twelve-year fundamental education has been in full swing these days. The accomplishment of symbol use and communicative expression, one of the nine core accomplishments, is what the student are expected to foster throughout the education process. The success or failure in implementing the above policy, and the cultivating of such accomplishment for students as well, is a matter closely tied to job-related expertise that teachers maintain. In this regard, Deconstruction, a philosophical theory that is closely related to symbol use, is particularly worthy of further examination and verification. The theory claims that throughout the course of symbol use and communicative expression, peop le may achieve an infinite array of extension or interpretation of symbolic senses and in turn initiate numerous complex problems for human societies. In accordance, the currently paper explored the core senses of Deconstruction and contrasted them against practical examples. The author observed a high degree of correspondence between Deconstruction and the actual social cases and many deviations throughout the process of symbol use and communicative expression. Meanwhile, he further proposed the basic accomplishments that teachers ought to maintain to cultivate in students the accomplishment of symbol use and communicative expression. Those accomplishments include an understanding of the essence of the symbol, knowledge about the function of the symbol and a precise use of symbols, and insights into multiculturalism and communicative process. These qualifications are the key to the success or failure in educational policy implementation. Finally, the author proposes several suggestions based on the research outcomes and are related to the domains of family, school, society, government, and research. It is hoped that the paper could provide references for the implementation of twelve-year fundamental education in Taiwan.
Appears in Collections:教育科學期刊 第16卷 第2期

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