D. Littky「大圖像學習」教育理念與創新學校之實踐

Abstract

隨著科技資訊的快速變遷和漸趨多元的社會互動網絡，社會整體結構不斷進行變動，過去學校傳授的知識內容與課程模式需與時俱進調整，以面對當前社會的考驗，連帶促使學校教育革新的必要性。美國著名教育家Dennis Littky（1944—）擘劃「大圖像學習」（Big Picture Learning）教育理念，提倡學校應重視學生參與及在地親師生社群的連結，以建立自身教育特色。目前全球約有113所學校採用大圖像學習之教育理念，Littky之教育影響力遍及各方，其辦學過程中的特色發展值得引以為鑑。本研究採用理論探討法與文獻分析法，旨在探究Littky大圖像學習之核心理念與教育目標，並歸納出其創新學校於學習環境、課程與教學三方面之具體實踐。首先回溯Littky之學思歷程與進步主義教育在美國教育發展之脈絡，分析其大圖像學習理念之孕育；接著以其創辦美國羅德島州大圖像學習教育機構、大都會學校與無界限大學等創新學校之實踐作為研究主軸，探究Littky在進步主義教育的影響脈絡中，辦理創新學校及教育組織的革新過程；最後藉由剖析臺灣實驗學校與特色學校的沿革歷程及發展困境，提出大圖像學習對於臺灣實驗學校與特色學校發展可資借鑑之處。

歸納Littky論「大圖像學習」之意涵及創新學校之實踐經驗，本研究尋繹其核心教育理念有二：其一為構築「一次一個學生」及「成就每一個孩子」之學習環境，透過具備反省實踐精神之教師引導，推動3R學習理念，落實以學生為主體的教育主張。其二為連結學生之生活經驗，並建立學校與社區之間的有機連帶以搭建「學習社會」。基此，大圖像學習之教育目標在於培養學生成為終身學習者，持續發展技能、學習與生長，建構屬於自己的學習歷程，激發個人的學習興趣與熱忱。

為落實大圖像學習之教育主張，Littky之具體實踐著重於「學習環境」、「課程設計」及「教與學的規劃與措施」三個方面。透過反思Littky大圖像學習之理念及具體實踐，本研究提出可供臺灣教育政策發展以及實驗學校與特色學校實施參酌之若干建議：一、促進政策制定與實務現場的溝通；二、根植於穩當的教育革新理念以體現實驗學校與特色學校的精神；三、建立符合其實際需要的師資條件與培育制度；四、確實掌握學區周邊可得的學習資源；五、落實以學生為主體的多元教學環境。With the rapid changes in technological information and increasingly diverse social networks, the overall structure of society is constantly changing. The knowledge content and curriculum models taught by schools in the past need to be adjusted with the times to face the challenges of the current society. Therefore, the innovation of education is necessary. The famous American educator Dennis Littky (1944-) proposed the educational concept of"Big Picture Learning", advocating that schools should attach importance to student participation and the connection among teachers, students, and parents to establish their educational features. At present, about 113 schools around the world adopt the educational concept of Big Picture Learning. Littky's educational influence spreads all over the world, and the process of running an innovative school is worthy of reference.

This study adopts the method of theoretical discussion and literature analysis, aiming to identify the core concepts and educational goals of Littky's Big Picture Learning and to summarize the specific practice of the innovative schools in three aspects: learning environment, curriculum, and teaching. First, this study traces back to Littky's learning process and the development of progressive education in the United States, analyzing the causes of his concern on Big Picture Learning. Furthermore, this study focuses on the practice of the innovative schools, including Big Picture Learning, The Metropolitan High School, and College Unbound,analyzing Littky's process of establishing innovative schools inspired by Progressivism. Finally, this study summarizes the features of educational concepts and practical principles in Big Picture Learning to be used as a reference for the development of experimental schools and featured schools in Taiwan.

Summarizing the meaning of Littky's idea concerning Big Picture Learning and innovative school practice, this study deduces two core educational concepts. One is to build a learning environment of “one kidat a time” and “success of every child”, promote the concept of 3R learning, and implement the educational proposition of “students as the main character of learning” with the guidance of teachers who have the spirit of reflection and practice. The other is to connect students' learning with their life experiences and set up the organic solidarity between schools and communities to build a “learning society”. Hence, the goals of Big Picture Learning can train students to become lifelong learners who develop skills continuously, keep learning and growing, construct their learning process, and stimulate personal interest and enthusiasm for learning.

In order to implement the educational proposition of Big Picture Learning, Littky's specific practice focuses on threeaspects: “learning environment”, “curriculum design”, and “planning and measures of both teaching and learning”. By reflecting on the concept and specific practice of Littky's Big Picture Learning, this study puts forward some suggestions on the development of educational policy as well as the implementation of experimental schools and featured schools in Taiwan: 1. Promotion of facilitating communication between policy development and practice in the teaching field; 2. Rooted in a solid educational innovation concept to reflect the spirit of experimental schools and featured schools; 3. Establish the teacher's qualifications and training system that meet their actual needs; 4. Schools should get a solid grasp of the learning resources available around the school district; 5. Implement a multiple instruction environment of “students as the main character of learning”.