Revisiting Piaget and Vygotsky: In Search of a Learning Model for Technology Education.
Revisiting Piaget and Vygotsky: In Search of a Learning Model for Technology Education.
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重温皮亚杰和维果茨基：寻找技术教育的学习模式。
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发表时间：
2000
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通讯作者：
Pierre Vérillon
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作者：
Pierre Vérillon
技术教育一直旨在培养有知识的成年人，负责任的公民和有能力的专业人士。其主要目标包括：-使学生熟悉人类成就的特定领域的概念、人工制品和技能; -通过对该领域的文化方法，使学生能够赋予其意义和意义; -为学生未来的职业选择和获得奠定基础;通过该领域所要求的特定形式的认知参与，促进学生的一般智力发展。本文着重于教育的最后一个目标：认知发展。Mitcham（1978）认为技术教育通过关注人工制品的制作和使用来实现其目标，我在这里考察了技术教育中人工制品的认知和使用之间的关系。这个想法是试图从法国技术教育的背景下，促进更充分地了解人与人之间的互动，以便为技术教育的课程设计和提供更多的信息和进一步的指导。1960年代初，技术教育首次被纳入法国中学（学生年龄约为13至15岁）的全国普通教育课程，此后一直存在，尽管形式不同（Lebeaume，1996年）。在这第一节中，试图追踪在这一时期课程改革背后的一般哲学的基本演变，看看它是如何影响作为教学对象的文物的地位。在这一演变中大致可以区分出三个时期。在最初阶段，技术基本上是由物理教师教授的。然而，课程设计和课程提供受到有影响力的技术教育等级制度的密切监督，在法国公共教育中，该等级制度负责单独的技术和职业学校系统。尽管如此，政策是技术应该严格属于普通教育，避免任何职业内涵。因此，重点是非工件的基础上，而不是制作或使用学习。课程集中在对工件的分析、逻辑和实验方法上，这些工件主要被称为“技术对象”。教科书上对形态、功能和动力学进行了详尽的理论描述。虽然这描述了技术的科学地位，但它与实际上在课堂上学习的设备（基本上是机械的）的琐碎性形成了鲜明对比（例如，臭名昭著的门闩，给整整一代师生留下了烙印）。从认知的角度来看，这个第一版的学校技术显然挖掘了理性和...
Technology education has always aimed at forming knowledgeable adults, responsible citizens, and capable professionals. Among its central objectives are: – Familiarizing pupils with the concepts, artifacts, and skills in a given domain of human achievement; – Enabling pupils, through a cultural approach of that domain, to give it meaning and sense; – Giving pupils a basis for grounding their future vocational choices and acquisistions; and – Contributing, through the specific forms of cogni-tive involvement required by that domain, to the pupils' general intellectual development. This article focuses on the last objective of education: cognitive development. Drawing upon Mitcham's (1978) observation that technology education achieves its objectives via a concern with making and using artifacts, I examine here the relationship between cognition and the use of arti-facts in technology education. The idea is to try, from the context of technology education in France, to contribute to a fuller understanding of human-arti-fact interaction in order to provide more information and further guidance for curriculum design and delivery in technology education. Technology education was first introduced into the national general education curriculum for French middle schools (pupils aged approximatively 13 to 15) in the early 1960s and has been present ever since, although under different forms (Lebeaume, 1996). In this first section, an attempt is made to trace the underlying evolution in general philosophy behind curriculum change during that period and to see how it affects the status of artifacts as didactical objects. Roughly three periods can be distinguished within this evolution. During the initial phase, technology was essentially taught by physics teachers. Curriculum design and curriculum delivery were, however, closely supervised by the influential technical education hierarchy which, within French public education, is in charge of separate technical and vocational school systems. Nonetheless, policy was that technology should be strictly general education and any vocational connotations were avoided. Consequently, the emphasis was non-artifact based, not making or using learning. Curriculum centered on an analytical, logical, and experimental approach of artifacts that were dominantly referred to as " technical objects.'' Textbooks presented elaborate theoretical fomalizations of morphology, function, and kinetics. While this described the scientific status of technology, it contrasted with the triviality of the devices-essentially mechanical-actually studied in class (e.g., the notorious door-latch, which left its brand on a whole generation of teachers and pupils). From the cognitive point of view, this first version of school technology clearly tapped the rational and …