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    政大機構典藏 > 教育學院 > 教育學系 > 期刊論文 >  Item 140.119/76643


    Please use this identifier to cite or link to this item: https://nccur.lib.nccu.edu.tw/handle/140.119/76643


    Title: 文化教育學習理論與通識教育
    Other Titles: Cultural Learning Theory and General Education
    Authors: 陳幼慧
    chen, yu-hui
    Contributors: 教育系
    Keywords: 斯普朗格;文化教育學;通識教育;班杜拉;維果茲基
    Eduard Spranger;Cultural pedagogy;General education;Albert Bandura;Lev Semenovich Vygotsky
    Date: 2012-06
    Issue Date: 2015-07-14 17:12:36 (UTC+8)
    Abstract: 文化係經由同一群體長時間共處所形成，而教育的傳遞功能與文化的形塑有相當關連，「文化教育學」（Kulturpädagogik/ cultural pedagogy）專家斯普朗格（EduardSpranger，1882-1963）特別強調文化陶冶（bildung）的意義。本文首先針對歷來的學習理論發展作一概要的介紹，並從中標舉出班杜拉（Albert Bandura，1925- ）「社會學習論」、維果茲基（Lev Semenovich Vygotsky，1896-1934）「社會認知發展理論」所強調「環境」與「學習」之連結的教育意義，進而論及文化學習相關理論在大學通識教育中落實的可能，包括「大學校園文化形塑」以及「體驗學習」之討論，並提出了「生活學習圈」的概念，將空間意義的「環境」概念，昇華至富有教育意涵的「文化學習」理念，以開啟了「境教」的大門與可能。「境教」與通識教育結合，形成一整體、富有教育內涵的「生活學習圈」，筆者嘗試論述「文化教育學」以及「文化學習理論」落實於大學通識教育的可能性。
    Culture is formed through the interaction among a particular group of people living together over an extended period of time. There is a close relationship between the knowledge transmission function of education and cultural formation; the cultural pedagogy (Kulturpädagogik) expert Eduard Spranger (1882-1963) placed particular emphasis on the significance of Bildung (self-cultivation in which philosophy and education are linked). The present study begins with an overview of the evolution of learning theory over time, focusing in particular on the educational significance of the linkage between environment and learning, which is stressed by Albert Bandura (1925 - ) in his social learning theory, and by Lev Semenovich Vygotsky (1896-1934) in his social cognition development theory. The study then goes on to consider the potential for incorporating cultural learning theories into general education at the university level, discussing the formation of campus culture and experiential learning, and putting forward the concept of the “life learning zone,” whereby the idea of “environment,” with its spatial meaning, is utilized to develop a new concept of cultural learning that is rich in educational significance, thereby opening up a wide range of new possibilities for the development of “environment-based education.” By integrating environment-based education with general education, it should be possible to create a comprehensive life learning zone that embodies a wealth of educational content. The author’s goal in this paper is to examine the possibility of implementing cultural education and cultural learning theory in university-level general education.
    Relation: 通識教育學刊, 9, 47-68
    Data Type: article
    Appears in Collections:[教育學系] 期刊論文

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