Bernstein的理论以及在教上的运用.docVIP

PAGE PAGE 3 B. Bernstein的理論以及在教學上的運用 B. Bernstein’s Theory and Its implications for Pedagogy 姜添輝 HYPERLINK mailto:thchiang@mail.nutn.edu.tw thchiang@mail.nutn.edu.tw 摘要 H. Giroux力倡教師應扮演轉化型知識份子，以抗拒文本的途徑重建正當性的知識，進而改變不公平的教育結果。儘管此種概念勾勒出教師奮鬥的方向，但是卻未說明「如何」的問題，其中明顯忽略社會情境的限制，致使此種主張喪失實質的實踐價值。本文據以引介B. Bernstein的相關理論，以說明上述「如何」的實質方法，Bernstein主張社會階級再製根源於分工體系、家庭與學校產生密切的結合，此種結合的環節點是知識分類導致「之間」與「之內」的關係，之間規範出社會關係，之內形成個體的內在認同，之間與之內同時在分工體系、學校課程與家庭中運作，因而勞工階級無法發展出契合課程知識類型中認識法則的領悟模式。其理論隱含的建議是，上述的「如何」坐落於教學過程中，亦即應將訊息傳送轉變為訊息轉化，以契合勞工階級學童的生活經驗。 關鍵字：之間、之內、訊息轉化教學 Abstract H. Giroux claimed that teachers should play the role of transformative intellectual functioning to develop counter-power knowledge for improving working class students’ educational achievements. Such an argument focuses on “what” rather than “how”. Obviously, it largely ignores the constraints of social context. Responding to this issue, the other principal purpose of this article attempts to delineate the answers of “how” by narrating B. Bernstein’s code theory. In Bernstein’s terminology, “between” and “within” which respectively refer to knowledge boundary and someone’s identity towards a specific form of knowledge function. They distribute and shape individuals’ social relation and identity respectively throughout the division of labour, family and school. As a result, working class children are generally unable to realize the recognition rule built in the contents of academic curriculum. Bernstein’s theory implicitly reveals that the issue of “how” is not related to curriculum knowledge but pedagogy. In stead of doing message transmission, pedagogy should focus on engaging in message transformation in order to meet the nature of the experience scheme of working class students’ everyday life. keywords：between, within, information-transformation pedagogy 壹、前言 相關研究發現顯示，家庭社經背景對學童的教育成就產生極為深遠的影響。大體而言，來自中高社經家庭的學生有較好的學習表現，勞工階級學童則展現相反的走向。此種現象展現於幼稚園就學機會與年限（林淑玲與馬信行，1983）、國小階段的學習成效（謝孟穎，2002），國中階段的成績表現（林義男，1993），國中之後的分流教育選擇途徑（楊瑩，19