從國立技職大學學生的觀點分析Basil Bernstein和Karl Maton理論在學生知識創新之路徑 = A study in students’ knowledge innovation from the perspectives of Basil Bernstein and Karl Maton :The case of a national university of science and technology

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從國立技職大學學生的觀點分析Basil Bernstein和Karl Maton理論在學生知識創新之路徑 = A study in students’ knowledge innovation from the perspectives of Basil Bernstein and Karl Maton :The case of a national university of science and technology
著者: 張仁春
國立臺南大學教育學系課程與教學碩博士班
主題: 知識創新水平知識合理符碼理論垂直知識符碼理論; Legitimation code theory horizontal knowledge vertical knowledge code theory knowledge innovation
描述: 本研究目的是依據Basil Bernstein和Karl Maton理論，進入高等教育技職教學現場，探討學生如何發展契合全球化的創新素養之路徑，以及其限制因素。為達上述目的，本研究採用質性個案研究，研究對象為南部某科大的九位同學，篩選依據為學業表現，六位是前10 %的學生，剩餘三位的成績為後10%，本研究對這九位進行多次的深度訪談，獲得的結論如下：一、垂直與水平知識的結合有助學生發展創新的素養，構成這種結合的主要條件是：(一) 理論與實務之間的相互性：這種相互性使學生得以相互檢證垂直知識與水平知識，進而得以產生創新能力的發展。(二)跨領域知識：借重其它領域中富有啟發性的知識與經驗，得以產生創新的視野與洞見，專業打工與業師。(三)教師的轉化教學與啟發：這種教學將抽象性的原理法則轉成日常生活的語言，使得學生得以掌握其意義與脈絡的關聯性。(四) 社會資本：社會網路提供多元化的訊息，這提供學生比較各種訊息的差異與意義，並使他們得以發展整合垂直知識與水平知識的綜合性能力。(五)學生的進取心：部分學生能洞悉創新素養在全球化時代的重要價值，並積極發展自身的專業素養。二、結構性限制：儘管存在上述發展創新素養的路徑，但學生也遭遇許多限制，這些結構限制可區分為三類：(一)強分類的學校課程：科大課程過度偏重學術性課程，貶抑實務性的課程，造成垂直知識與水平知識之間的嚴重失衡。(二)1.保守性學校文化：學校偏好行政人員及教師的便利性，甚少考量學生的需求，這種保守文化強化分類與架構的強度，可視教學不利學生的學習表現。2.教師工具理性思維：許多科大教師著重工具性效能，淪為照本宣科的灌輸性教學。(三) 學
This study used the theories of Basil Bernstein and Karl Maton in higher education, specifically in universities of science and technology, to investigate how students develop competence in innovation to meet the demands of globalization and the factors that limit such development. To achieve the aforementioned objective, we conducted qualitative case studies on the nine students of a university of science and technology in southern Taiwan. The screening crition for the participants was their academic performance. Six of the participants were in the top 10%, whereas the other three were in the bottom 10%. Multiple rounds of in-depth interviews were conducted with the participants, with the following conclusions ： I. The integration of vertical and horizontal knowledge was conducive to the students’ developing innovation competence. The main conditions for this integration were as follows: (1) The mutuality between theories and practice: This mutuality allowed students to cross-examine vertical and horizontal knowledge to develop innovative skills. (2) Interdisciplinary knowledge: By using inspirational knowledge and experience in other fields, such as by working professional part-time jobs and learning from teachers with industry experience, the students could generate innovate perspectives and insights. (3) Teachers’ transformative teaching and inspiration: This kind of teaching translated abstract principles into everyday language, enabling students to capture the relationship between the meaning and the context. (4) Social capital: Social networks provided diverse information, that allowed students to compare the differences between and meanings of the message and thus developed their comprehensive ability to integrate vertical and horizontal knowledge. (5) Students’ ambition: Some students could see through the importance of innovation competence in an era of globalization and proactively developed their professional competence. II. Structur
出版者: 博士論文--國立臺南大學教育學系課程與教學博士班.
建立日期: 民109[2020]
格式: 237葉 : 圖 ; 30公分..
語言: 中文
資源來源: NUTN ALEPH

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從國立技職大學學生的觀點分析Basil Bernstein和Karl Maton理論在學生知識創新之路徑 = A study in students’ knowledge innovation from the perspectives of Basil Bernstein and Karl Maton :The case of a national university of science and technology

張仁春國立臺南大學教育學系課程與教學碩博士班民109[2020]

正在檢索遠程資料庫，請稍等

從國立技職大學學生的觀點分析Basil Bernstein和Karl Maton理論在學生知識創新之路徑 = A study in students’ knowledge innovation from the perspectives of Basil Bernstein and Karl Maton :The case of a national university of science and technology

張仁春 國立臺南大學 教育學系課程與教學碩博士班 民109[2020]

正在檢索遠程資料庫，請稍等

張仁春國立臺南大學教育學系課程與教學碩博士班民109[2020]