體驗區
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| 篇名 |
相對主義導向的教師為中心英語文教學對應學生為中心英語文教學
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| 並列篇名 |
Teacher-Centered Instruction Versus Student-Centered Instruction in English Teaching Based on Relativism
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| 作者 |
張水木(Chang, Shui-mu)
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| 中文摘要 |
從經驗主義及修正主義觀點而言，相對主義已實際改變英語文教學之理念，並使教師為中心英語文教學及學生為中心英語文教學更成為教師思考及學生需求之選擇焦點。因此不但經驗主義及修正主義可被視為相對主義之反映，而且教師為中心英語文教學及學生為中心英語文教學可被視為來自相對主義之方略。
就事實而言，以教師為中心之英語文教學及以學生為中心之英語文教學，大多依據教師之教學目標及學生之能力指標而設訂，並因而落實教學層面之考量，包括教材之選擇、教學方法之運用、教學策略之決定、教學活動之實施及教學評量之執行。為達教師教學目標及學生能力指標之教學上的理想，以教師為中心的英語文教學及以學生為中心的英語文教學不但必須分別實施而且必須整合實現。
在英語文教學的發展過程中，以教師為中心的英語文教學自從19 世紀末文法-翻譯教學法順利啟動後即風靡盛行，直到1970 年代初期溝通教學法萬般流行後才遭到以學生為中心之英語文教學的重大挑戰。
英語文教學的理論與實務自19 世紀至今已連續被實驗並不斷被修正，當中之盛衰已各自被證實、其創新有時各自被取代或其影響常各自步步發展。因此，如何強化教師英語文教學之功能及學生英語文學習之成效之當務之急乃在於同時善用以教師為中心之英語文教學及以學生為中心之英語文教學，以便英語文教學之發展能夠美妙又成功。
不論英語文教學之挑戰有多大，英語文教學之創新與取代將會永續發展下去。就實況而言，傳統以教師為中心之英語文教學已在1970 年代前以先馳得點之姿態獨行其道，而以學生為中心之英語文教學也自1970 年代起以後來居上之氣勢大行其道。因此，經驗主義及修正主義對英語文教學之變遷及發展，將會繼續不斷扮演影響之角色，因為教師會為學生之實際需求而做適切之考量及決定。
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| 英文摘要 |
From the viewpoint of empiricism and revisionism, relativism has practicallychanged the conception of English teaching from the late 19th century up to nowadaysand the idea of teacher-centered instruction as well as student-centered instruction hasbecome optional focus by teacher’s thinking and for students’ needs. Therefore not onlyempiricism and revisionism can be regarded as the reflection of relativism but alsoteacher-centered instruction and student-centered instruction can be regarded as thescheme from relativism.
As a matter of fact, the orientation of teacher-centered instruction andstudent-centered instruction in English teaching mostly lies in teacher’s teaching goalsand students’ competence indicators, in which some teaching respects are relativelyconsidered including the selecting of teaching materials, the using of teaching methods,the deciding of teaching strategies, and the implementing of teaching assessment as wellas evaluation. For the purposes of reaching instructional ideal of teacher’s teaching goalsand students’ competence indicators, teacher-centered instruction and student-centeredinstruction must be not only practiced separately but also realized integratively.
In the developing processes of English teaching, teaching-centered instruction hasprevailed when the grammar-translation method went well since the late 19th century andthen was challenged greatly by student-centered instruction when the communicativeapproach became popular since the early 1970s.
The theory and practice of English teaching (such as teaching materials, teachingmethods, teaching strategies, and teaching assessment & evaluation) have beenexperienced and revised successively from the 19th century up to the present, in whichthe ups and downs have been proved individually, the creations have been replaced oneby one, or the influences have been developed step by step. For this reason, how toenhance the English teaching for teacher’s teaching function and students’ learning effectwill be focused on making good using of teacher-centered instruction andstudent-centered instruction together so as to be wonderful and successful in English education developments.
No matter how great the challenge on English teaching may be, the creating andreplacing processes of English teaching will be developing continuously. As a matter offact, the traditional teacher-centered instruction has practiced its path independentlybefore the 1970s, and the current student-centered instruction has excelled thepredecessor since the 1970s. Therefore, empiricism and revisionism will constantlyinfluence the changing and the developing of English teaching by way of teacher’ssuitable consideration and decision for student’s practical needs.
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| 頁次 |
097-111
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| 關鍵詞 |
相對主義
、經驗主義
、修正主義
、教師為中心英語文教學
、學生為中心英語文教學
、relativism
、empiricism
、revisionism
、teacher-centered instruction
、student-centered instruction
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| 卷期 |
7
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| 日期 |
201007
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| 刊名 |
SPECTRUM ： NCUE Studies in Language, Literature, Translation
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| 出版單位 |
國立彰化師範大學
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