Concept-based Inquiry Teaching: Bruner and Taba's Thoughts

The purpose of this paper is to discuss the teaching structure of subject knowledge structure that Bruner pays attention to, as well as the Concept-based of Taba, while paying attention to inquiry teaching and discussing the history of thought. The reason why this discussion is necessary is because...

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Bibliographic Details
Published inJournal of Education Research (Print) no. 310; pp. 36 - 47
Main Author Chuang, Te-Jen
Format Journal Article
LanguageChinese
Published Taipei Angle Publishing Co., Ltd 01.01.2020
Subjects
Cognitive Structures
Concept Teaching
Teaching
Teaching Methods
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ISSN1680-6360
DOI10.3966/168063602020020310003

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Summary:The purpose of this paper is to discuss the teaching structure of subject knowledge structure that Bruner pays attention to, as well as the Concept-based of Taba, while paying attention to inquiry teaching and discussing the history of thought. The reason why this discussion is necessary is because as the author of the field teacher, I feel that this conceptbased inquiry teaching seems to be one of the innovations of the 108 curriculum. This article tries to focus on Bruner and Taba, hoping to explore the development of the concept-based inquiry teaching method from the perspective of the history of inquiry teaching. The full text is divided into four sections. The preface analyzes the fracture problems in the American education field in the 1960s and clarifies the background of the development of educational thought at that time. The second section analyzes the relationship between Bruner's attentional subject knowledge structure and his inquiry teaching process. The third section analyzes the educational id
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ISSN:1680-6360
DOI:10.3966/168063602020020310003