Volume 68 No.4（Open Access） - 2022-12-31

The main points of J. Bruner’s four works from the 1950s and their pedagogical implications

J. Bruner 1950年代四項著作述要及其教學意蘊

Author：
Wen-jing Shan, Hsiao-Feng Tsai & Po-chuan Kao / 單文經、蔡曉楓、高博銓
Keyword：
J. S. Bruner, teaching of thinking, theories of teaching and learning, go beyond the information given / J. S. Bruner、思考教學、教學理論、超越給定的訊息
  • Summary
  • Chinese Summary
  • Reference
  • Scholarly references
This paper describes the main points of J. Bruner’s four works and explains their implications for teaching and learning. Bruner’s A Study of Thinking (1956), an important research result of the cognitive revolution in psychology, as well as his other three papers “Going Beyond the Information Given” (1957), “Learning and Thinking” (1959), and “The Functions of Teaching” (1959), were published for stimulating thoughts about the teaching of thinking. This paper argues for the thought-provoking teaching and learning that they reveal, as well as their teaching-related propositions. The paper also illustrates how Bruner’s pedagogical thoughts in those earlier works continued to emerge in his later works. Finally, initial pedagogical thoughts in these four works and those revealed in other works published during his era were discussed as future in-depth study.
本文以Bruner於1950年代，就一般認為是引發心理學界認知革命重要研究成果之《思考的研究》（1956）專書，以及因為關切激發思考的教學做法殷切而發表之〈超越給定的訊息〉（1957）、〈學習與思考〉（1959）與〈教學的功能〉（1959）等三篇論文為對象，述其大要，並闡釋教學意蘊。本文確認其等所揭示之激發學習者思考的教學，乃至若干與教學有關的主張，皆有可觀者。本文另並舉隅說明四項著作初見的教學主張，確有持續再現於日後論述中之情事。文末並指出Bruner這四項著作若干初見的教學主張，以及Bruner其他年代著作所揭示的教學主張，可於未來深入研究。

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