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兒童哲學進教室—以《靈靈》進行思考討論教學之研究 Philosophy for Children in the Classroom—the Research of the Teaching of Thinking Discussion with Pixie
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| 作者 |
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徐淑委 |
| 學校系所 |
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國立臺東大學兒童文學研究所 |
| 地點 |
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全臺 全部
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| 研究內容 |
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[ 摘要 ]
兒童天生就有作哲學的能力。兒童談論哲學也不是一個嚴肅的不得了的事，只是順應兒童天真、不作做的自然天性。因此，兒童隨時都得以清新的口吻問出嚴肅亙古的哲學觀念。當兒童年紀漸長，開始接受義務教育之後，主動提問與自然談論的哲學觀念卻越來越少。研究者運用兒童哲學之父李普曼編著的兒童哲學教材《靈靈》帶入教學現場，了解當中發生什麼問題，同時希望重啟兒童談論哲學的能力。
研究期間與兒童共組探索團體，共同閱讀兒童哲學教材《靈靈》，並以兒童的提問，共同討論。紀錄兒童的討論過程、對話用語，分析其中的哲學觀點。同時針對提問的內容，歸納問題型態的發展。
本論文共分為六章，第一章為緒論，概述研究動機、目的與問題，探索團體的經營，兒童哲學概念與教材的介紹。第二章則是對於研究內容提出以現象學及案例修正的方法進行分析研究，並說明研究的時程以及研究對象的特質描述。進而於第三章中，將學生閱讀《靈靈》的討論過程，以故事的開放性與創造力佐以哲學概念的分析。第四章則是以闡述經由閱讀討論《靈靈》，故事可紓解個人的情緒以及建構個人的價值觀。第五章歸納思考討論中所有的提問，以問題型態學的方法分析問題的成因、問題的思考歷程與問題的分類。第六章為研究的結果，陳述研究的所得、體制教學上的困境以及實際教學可能遇到的教學問題提供建議，希望對有心從事兒童哲學教育的教師們能有所幫助。
[ 英文摘要 ]
Children are gifted the ability to “do”philosophy. They talk about philosophy with their innocent instincts. Incidentally, they can start a question related to the serious concept about philosophy. The more they grow up, the less they spontaneously ask or talk about the philosophical concepts. The researcher uses Pixie as the teaching material written by Lipman. The researcher introduces Pixie into the classroom to observe how it functions among the children and hope to rebuild children’s ability to talk about philosophy.
During the research period, the researcher and the children forming a community of inquiry read and discuss Pixie together. The researcher records the process of the philosophical discussion and the words children use in the discussion. Moreover, the researcher analyzes the philosophical discussion and inducts the development of the their ability and style of asking questions.
This thesis consists of six chapters. The first chapter sketches the researching motivation, purpose and questions, the maintenance of the community of inquiry, the introduction of the concept and the teaching material of philosophy for children. The second chapter proposes the phenomenology and modified case method as main researching methods and explains the researching period and the personal descriptions of the researching objects. Then in the third chapter, the researcher analyzes the
discussion from children reading Pixie. The fourth chapter presents the story can relieve personal emotions and help construct the value of life through reading and discuss Pixie. In the fifth chapter, the researcher collects all the questions from children’s discussions and analyzes the reason to form the question, the thinking process of the question and the classification of the questions through the method of typology of questions and questioning. The six chapter is the research result, stating the finding of this research, the difficulty of the frame teaching. At last, the researcher tries to take some suggestions under practical teaching to help teachers who devote to being engaged with the education of philosophy for children. |
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