孔子教育思想與虛擬學習類比之研究

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Title:	孔子教育思想與虛擬學習類比之研究 Comparative Study of Confucius Educational Theories and Virtual Learning Pedagogy
Authors:	孫金珠
Contributors:	儒學研究所張靜環
Keywords:	學習社群虛擬學習有教無類因材施教孔子 virtual learning without rank and race individual tailored teaching Confucius social networking
Date:	2015
Issue Date:	2015-10-21 17:10:33 (UTC+8)
Abstract:	教育部於1997年提出「資訊教育基礎建設計畫」，提倡教學數位化，大量協助學校購買電腦，設置電腦教室。開啟了數位學習的型態。並倡導應於傳統的校園 (brick-and-mortar) 之外，輔以虛擬學習及新學習空間 (new learning space) 的概?，來建構另一個嶄新的新學習管道。資訊科技時代，虛擬學習成為重要學習的方式，虛擬學習是「行動學習─智慧型行動載具的應用」，可以視學生知識程度，或年齡，或興趣，做適性，與適才的學習，達到遠距教學、放遠國際、創新教學親近伴學的教育宗旨。此宗旨與二千多年的孔子教育思想之有教無類、因材施教的教育方針，有不謀而合的現象。孔子教育思想與虛擬學習之比較，除了從「教育宗旨」外，在「學習環境」方面，孔子教育思想的「隨處學習」與虛擬學習的「群學網」，雖然時代不同，所用運的工具不同，然二者欲達到的無障礙的學習環境是相同的。只是孔子時代的教育是「師徒制」方式，而虛擬學習還是偏向老師「教練制」的學習。在「主題探索」方面，分別從「生活實踐」與「隨機設題」；「啟憤發悱」與「建構知識」；「四教分科」與「問題導向」；「反詰立論」與「情境學習」；「察風知志」與「歷程檔案」等問題，比較孔子教育思想與虛擬學習的關係與異同。在「為師之道」方面，孔子身為老師具有樂學不厭、不恥下問、自省改過、勤思求實、誨人不倦、長善救失等涵養。而虛擬學習因應時代與教學工具的不同，應當具備孔子的「為師之道」外，還要精進專業、良好協調等提升。只是現代教具體制的不同，虛擬學習的學習網中所設置的「回饋機制」即有「評鑑」的意涵。孔子教育思想與現代虛擬學習，二者雖在時空相差了二千年，然它們都是透過共同溝通、討論、互動方式，可以尋求問題解決的方法，並建構自己的知識，並不會因為「古」「今」而有所不同。 The Ministry of Education in Taiwan released "IT education infrastructure plan" in 1997 to promote “Teaching Through Digitized Space”, and set aside a financial funding for schools to purchase computers and other computerized classroom materials. The learning through computer digitized space “Virtual Learning” was born, the concept of transforming traditional on-campus (brick-and-mortar) learning into a new broader virtual learning space started to take place. In this Information technology era, virtual computer digitized space is becoming an important vehicle for daily knowledge gaining worldwide. “Virtual Learning”, making use of information-companions such as smartphone and application software, is very dynamic in action. Depending on students' knowledge level, age, or interest, “Teaching through Digitized Space” (Virtual Learning) is international, far-reaching and adaptive. It fulfills two thousand years of Confucius Education Ideas – “individual tailored teaching without rank and race”.With the exception of education purpose, although the learning environment in Confucius time was different from that of today’s virtual learning, the goal of “learning at any time and in any space” agrees greatly between the two. This “real-time-learning” educational thought that Confucius conceived and practiced concurs what the "group learning network" does in today’s virtual learning system. The difference lies only in approach of “student-teacher” relationship where Confucius uses mentoring discipline, but virtual learning system tends to adopt guiding principle.To explore the subject in this topic, the relationships with similarities and differences between “Confucius Education” and “Virtual Learning” are discussed from five aspects; 1. “Daily life practice” and "Real time task setup". 2. "Inspiration plus motivation" and "Knowledge buildup". 3. "Four- division teaching methodology" and "Problem guiding and solving". 4. "Rhetorical discussion toward conclusion" and "In Situ Learning ". 5. " Observation & Revelation” and “Process & Record ".In the respect of "Mission as a Teacher", Confucius as a teacher holds combined qualities of knowledge, diligence, engaging, novelty, objective, patience, humble, enlightening and enthusiasm. In cope with the continued development of virtual learning and teaching tools over times, teachers should acquire not only Confucius' teaching quality, but also a determination to enhance professional sophistication on skill of coordination and communication. Moreover, in modern education system, teachers who devote in the virtual learning are required to be under routine performance review. Although the mission of education that Confucius established was two thousand years ahead of this modern virtual learning era, it is fundamentally no change over the courses of space and time；in summary, achieving problem-solving, knowledge sharing, and acquisition through unbiased communication, discussion, and interaction channels.
Relation:	學年度：103，135頁
Appears in Collections:	[儒學研究所] Dissertations and Theses

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