臺灣博碩士論文加值系統

　　本文致力於呈現學習者視角中的學習；「工廠、部落與大海」暗喻本文三名個案學習觀構築的樣貌。基於研究者參與民族誌研究團隊在國小現場的觀察經驗，欲理解學習者的學習觀，需奠基於學習者生活整體的概念。「構築」概念闡述著人與世界建立連結的歷程，其包含著時空取向的社會討論，與學習歷程兼顧個體與社會的特性相互輝映；所以「構築」概念為本文社會理論與討論的基礎，而「學習觀構築」為呈現學習者視角中學習的主要內容。
　　研究採用民族誌方法，進行了為期一年半的資料蒐集。根據「構築」與民族誌的理論基礎對話：統合兩者對整體觀的重視，以及相互主體性的認識基礎，欲以「學」視角捕捉學習歷程，研究者遂有了建構學習民族誌的發想。學習民族誌的描繪將著重於個人與社會的互動歷程，由此勾勒個人的學習歷程；猶如針線畫，透過學習者作為針引，生活經歷為線，勾勒出學習觀構築的圖像。因此，研究發現以「點、線與面」的架構呈現個案學習觀的構築：點的描繪為現場學習者在各式場域中所遇的學習據點與其地景意涵；而線與面的描繪為個案學習觀的呈現。研究中呈現三名個案的學習觀，並基於個案學習觀的構築，進行社會層次的分析與討論，勾勒出現場學習的社會網絡。
　　本文的研究成果可由三個層面作為說明。首先，由現場個案的學習觀構築勾勒的現場學習網絡，提供教育現場省視學校教育中學業表現分化的文化結構，以及網路延伸空間鑲嵌於生活中的學習處境。再者，基於生活整體觀與「人」主體性的關懷，學習觀構築與學習民族誌概念的提出，提供教育討論一種自「學」出發的研究視角，同時也提供當今「學習」探究一個文化取向的認識途徑。最後，研究由個人看見社會歷程的理論視角，回應當代教育學習化現象與後現代知識處境下的教育議題，宜以多層次的系統性思維作為思考與討論基礎。

This study aims for describing learners’ learning perspectives. Factory, tribe and ocean are the metaphors which represent learners’ learning perspectives. Based on the experience of participant observation, the study starts from the concept of holistic life in order to understand learners’ learning perspectives. The concept of “Tectonics” illustrates the process how a human builds the connection with the world through the spatiotemporal approach. “Tectonics”can be considered as an echo of learning process because the concepts are concerned about not only individuals themselves but their sociability. As a result, the concept of “Tectonics” is the foundation of sociological discussion in the study, and “the tectonics of learning perspectives” will be the main content which shows the learning from the horizon of leaners.
According to the methodology of ethnography, researcher had worked on data collection for one and a half year. On the basis of the theoretical dialog between tectonics and ethnography, the study emphasizes the holism of framework and the epistemology of intersubjectivity. For the horizon of learners, researcher worked out an ethnography of learning. The ethnography of learning starts from the description of individuals, then sketches the learning process through the social interaction. Just like stitch work, the self-description of an individual learner as a needle and one’s life experience as suture, they complete the picture of the learning perspectives.
With the metaphor of stitch work, the cases in the study will present the tectonics of learning perspectives with the frame of point, line and plane. The description of point represents the learning spots in various fields and its representation. And the description of line and plane show three eleven-years-old learners’ perspectives as cases. According to the cases, the article analyzes the process of tectonics to do some sociological discussion.
Result from this study can be illustrated in three points. First, the cases reveal that school members in the field lived in the culture with the academic performative division, and they also display the learning situation that learners are encountering an information society because of using internet. Second, based on the value of holism and subjectivity, the tectonics of learning perspectives and the ethnography of learning provide educational discussion with a learners’ horizon and a cultural approach to explore learning. Third, through the theoretical view from an individual’s social discussion, to respond the issues of the phenomenon of “learnification of education” and the postmodern condition, we need to discuss these issues with multilevel systematic thinking.

論文目次
第一章　關於「學習」 1
第一節　教育與學習 3
第二節　一個「學」視角的提案 10
第三節　探尋「學習觀的構築」 15
【第一部分　理論與方法】
第二章　構築的理論基礎 25
章　序　關於構築 27
第一節　人、空間與社會 28
第二節　觀點的構築 35
第三節　空間的文化分析 40
第四節　構築的實踐意涵 43
第三章　由民族誌看學習 45
第一節　關於民族誌 47
第二節　學習民族誌的構想 50
第三節　本研究的實行方式 55
【第二部分　實作：點、線與面】
第四章　現場學習地景的描繪 61
章　序　現場日常的學習地景 63
第一節　學校場域 64
第二節　非學校場域 72
第五章　學習觀的構築：三則個案 79
章　序　交會 81
第一節　工廠：小魚的學習觀構築 82
第二節　部落：小陳的學習觀構築 97
第三節　大海：小名的學習觀構築 117
第六章　學習地圖的分析與討論 133
第一節　三則個案的學習地圖 135
第二節　學習空間的文化分析 145
第三節　現場學習的社會網絡 151
第七章　結語 155
第一節　工廠、部落與大海 157
第二節　構築與學習民族誌 161
第三節　學習探究於教育議題中的位置 163
參考文獻 166
中文部分 166
外文部分 166
附錄 169
附錄一　田野概況 171
附錄二　家長同意書 189
附錄三　資料整理 193
附錄四　問卷 195
附錄五　訪談大綱與輔助表格 201

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