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研究生:劉修豪
研究生(外文):Liu Hsiu-Hao
論文名稱:MichaelW.Apple及LarryCuban的科技論述分析
論文名稱(外文):The Analysis of Michael W. Apple & Larry Cuban’s Discourse on Technology
指導教授:白亦方白亦方引用關係
指導教授(外文):Pai Yi-fong
學位類別:博士
校院名稱:國立花蓮教育大學
系所名稱:國民教育研究所
學門:教育學門
學類:綜合教育學類
論文種類:學術論文
論文出版年:2009
畢業學年度:97
語文別:中文
論文頁數:240
中文關鍵詞:科技論述科技改革資訊教育教育科技
外文關鍵詞:Technology discourseTechnology reformInformation educationEducational technology
相關次數:
  • 被引用被引用:2
  • 點閱點閱:1277
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  • 下載下載:189
  • 收藏至我的研究室書目清單書目收藏:6
科技與教育的互動,並非單一方向純技術性的問題,而是科技、教育與社會文化三者間的權力建構。美國課程社會學者Michael W. Apple以新馬克思主義的思維,提供意識形態及倫理的透鏡,檢視學校使用科技再製社會不均等的現象。教育史學者Larry Cuban以科技改革歷史的思維,提供歷史及文化的透鏡,檢視學使用科技有限的原因,反映根深蒂固的學校文化。本研究旨在探討Apple及Cuban科技論述的背景淵源、意涵及特色價值,並綜合歸納:(1)普遍存在的除舊觀點;(2)不同技能,不同命運;(3)科技富有,素養貧乏;(4)停止歸咎教師;(5)科技與政策的鴻溝等發現,省思其對台灣資訊教育的啟示。
Technology and education are not one-way to the pure technical question, but to construct the power structure among technology, education and social culture. Michael W. Apple’s technology discourse was influenced by neo-Marxist, which created ideology-ethic lens of analysis and examined the schools use technology to reproduce society's inequality. Larry Cuban’s technology discourse was influenced by the history of technology reform, which created history-culture lens of analysis and examined the schools use technology were limited. This article focuses on the grounds, meanings and values of Apple and Cuban’s technology discourse. Then, the implications for the Taiwan’s information education are as follows: (1) The viewpoint of eliminate outdated things. (2) Different siklls but different destiny. (3) Technology rich but literacy poor. (4) Stop blaming teachers. (5) The gap between technology and policy.
第一章 緒論 1
第一節 研究背景與動機 1
壹、科技改革的宣稱 2
貳、工具理性的官僚體制 3
參、科技與課程的掌控 4
肆、研究議題的反思 6
伍、重探資訊社會學 7
陸、小結 8
第二節 研究目的、研究問題與名詞界定 10
壹、研究目的與問題 10
貳、名詞界定 11
第三節 研究取向與方法、研究步驟及研究架構 15
壹、研究取向與方法 15
貳、研究步驟 17
參、研究架構 18
第四節 研究範圍 21
第五節 研究限制 21
第二章 資訊社會圖像的解構 22
第一節 意識形態的主張 24
壹、概念的形成 24
貳、國王的新衣-全球化 28
參、向左轉還是向右轉 30
肆、新的控制型式 33
第二節 資訊通訊科技(ICT)的意涵 36
壹、多面向的觀點 36
貳、使用的迷思 38
參、ICT的立場 41
肆、社會實踐的人工製品 45
第三節 教育改革的科技說辭 50
壹、無可避免的企業文化 50
貳、危機與願景的建構 53
參、政治戲碼的舞臺 56
肆、歷史的遺緒-教導(DIDACTICS) 58
伍、政策與實踐的差距 60
第四節 科技的隱喻 64
壹、科技的研究思維 64
貳、科技的隱喻 68
參、科技隱喻的內容分析 75
小結 77
第三章 APPLE的科技論述分析 81
第一節 APPLE生平簡介、學術背景及立場 83
壹、生平 83
貳、學術背景-新馬克思主義 84
参、批判教育的實踐立場 87
第二節 APPLE科技論述的理論基礎 90
壹、保守聯盟的供需論述 90
貳、官方知識的再製論述 93
參、科技的勞力市場 95
第三節 APPLE科技論述的內涵 99
壹、科技是一種文化屬性的商品 99
貳、科技控制的課程形式 104
参、科技是一種高地位的學科知識 107
肆、科技是一種社會運動 110
第四節 APPLE科技論述的實踐 114
壹、科技的政治性 114
貳、朝向民主、批判的素養 116
参、新自由主義全球化的反思 118
小結 122
第四章 CUBAN的科技論述分析 124
第一節 CUBAN生平、科技立場及史學觀 126
壹、生平及科技立場 126
貳、史學觀 127
第二節 CUBAN科技論述的理論基礎 131
壹、學校教育的目標 131
貳、教學科技與學校改革 133
参、新科技的接近取得及使用 137
第三節 CUBAN科技論述的內涵 144
壹、科技是有效率的教學解決方案 144
貳、科技是教學的轉化 147
參、科技是未來的腳本 149
第四節 CUBAN科技論述的實踐 154
壹、了解動力的來源 154
貳、理性的判斷 156
参、合理的解釋 159
小結 163
第五章 發現與省思 165
第一節 APPLE及CUBAN科技論述的特色 167
壹、科技使用的透鏡 167
貳、研究問題的檢視 171
第二節 APPLE及CUBAN科技論述的貢獻 175
壹、提供理論的框架 175
貳、建立科技使用的視野 176
参、重要相關議題的呈現 177
肆、科技民主化及重建的角色 178
伍、提供不同研究的方向 179
第三節 APPLE及CUBAN對台灣資訊教育的啟示 181
壹、台灣資訊教育的發展脈絡 181
貳、APPLE及CUBAN對台灣資訊教育的啟示 190
第四節 未來研究之建議 203
壹、發展細緻的框架理論 203
貳、建立民主批判的科技對話 204
参、科技融入教學再概念化 205
肆、提供內在需求動力的分析 205
伍、研擬倫理價值的資訊教育政策 206
省思 207
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