思维术，第三至四章.pptVIP

思維術，第三至四章 主讀人：王清思 嘉義大學國教所助理教授 思考是一件很難的事嗎？ 杜威說不用教我們都會？！ 但為何會想到「破頭」呢？ 反省性思維 v.s. 工具理性思維 如果我們思考的目的是為了獲得知識和信念──那的確會令人「想」到破頭。 此種目的所衍生的思維方式和態度「最富教育意義」（the truly educative in value)。 「驗證性思考」真的優於「創造性思考」嗎？ Natural Resources in Training Thought 杜威的用字：Natural Resources? or Native powers! Curiosity 天生的好奇心 人天生具有求知慾（亞理斯多德） Suggestion (idea in its most primitive sense) 不斷湧現的念頭或思緒 人是會思考的動物 Orderliness 秩序性為反思性思考的特質 Curiosity 好奇心的三層次 1. 身體物理性的 Physical 2. 社會性的 Social 3. 智識性的 Intellectual 好奇心如何得到提升 Curiosity rises above the organic and the social level and becomes intellectual in the degree in which it is transformed intointerest in finding out for oneself the answers to questions that are aroused by contact with persons and things. 從好奇心到「主動探究問題答案」的歷程 老師與家長的機會和責任 The crucial problem for the educator… is to utilize for intellectual purposes the organic curiosity of physical exploration and linguistic interrogation. This can be accomplished by attaching them to ends that are more remote, that require finding and inserting intermediate acts, objects, and ideas. To the degree that a distant end controls a sequence of inquiries and observations and binds them together as means to an end, just to that degree does curiosity assume a definitely intellectual character.如何幫兒童將原初感到好奇的問題，引導到目的性的探究，此目的之探究是高於孩童原本自身能力或經驗所能企及的，使此探究富有智識上的挑戰性、更有組織性、和更具教育意義。 好奇心可以教嗎？ With respect to curiosity, the teacher has usually more tolearn than to teach. Rarely can he aspire to the office of kindlingor even of increasing it; his province is rather to provide thematerials and the conditions by which organic curiosity will bedirected into investigations that have an aim and that produceresults in the way of increase of knowledge, and by which socialinquisitiveness will be converted into ability to find out thingsknown to others, an ability to ask questions of books as well asof persons. 教師自身也必須是個探究者，與兒童一起樂在探究中。 教師應注意的事： “to avoid all dogmatism in instruction” “to know how to give