| Summary: | 碩士 === 國立台北師範學院 === 課程與教學研究所 === 92 === Abstract
The internet has a great influence on our life. Furthermore, the activities and characteristics happening in cyberspace are the system paradigm transferring in the philosophy. The purpose of the study is to illuminate the ontological phenomenon, epistemological phenomenon and societal phenomenon of cyberspace, and to inspire those in the curriculum field. According to above, the abstract of this study is shown as follow:
1. The ontological phenomenon of cyberspace: In the “pure, immediate and nontimeness” time character of cyberspace and the space character of cyberspace created by the subject, the pure subject and environment are interdependent and acknowledged with each other; the technology and soul communicate with each other to result in a hybrid appearance and a practice across the boundary between human and machine; and the illusion through extensively producing, reproducing and spreading causes it not easy to separate the true from the false. The ontological phenomenon here is a complicated net with continuously interplaying.
2. The epistemological phenomenon of cyberspace: The knowledge is constructed by the subject based on previous experiences in a certain space-time sequence. The subject creates the knowledge which belongs to it. In the one hand, the subject destroys the monopolization and core produced by power and truth. In the other hand, the subject respects the culture display from different individual. Finally, it changes from the taming role to the active agent.
3. The societal phenomenon of cyberspace: Through the sensation and illusion, the subject can rely on different nickname to play some roles differing form the real world. Furthermore, it is a mobile forming process. Under this situation, the relationship between human beings is getting more and more “nomadic”. There are two characteristics to explain this situation. The first is the obscure impression between each and the second is to be frank with others. The organization of the community does not have exact organized system and specific class to make different voices to be arisen.
4. The application of the curriculum field:
(1) The nature of curriculum: The conscious is the focal point of the curriculum which emphasizes the variation and uncertain character, and values the self-examination and seeking processes of self-knowledge. The four key points are subject, spontaneousness, and creativeness.
(2) The aim of curriculum: Provide a complete curriculum purpose for groups and a flexible curriculum objective for individual. There are three important meanings for the curriculum: approve self-value, reconstruct the relationship between subject and object, and approve independent or cooperation learning.
(3) The content of curriculum: Emphasizing the content of experience and the subjective feeling of individual is a circulating learning experience. A complete experience is related to student’s interest, and can make subject has its own meaning to express the characteristics of equal dialogue.
(4) The organization of curriculum: According to the student’s experiences and cognitions developments, there are three properties: The first is the connection of the curriculum system, the second is to equally emphasize the arrangement of ideas and integration of the contents, and the third is to provide the selectivity.
(5) Assessment and the role of teachers: The nature of the assessment is to help the student to learn more smoothly, and help student to construct his own meaning and knowledge. The focuses are as follow: Paying much attention to personal meaning, the variety of assessment staffs, and spontaneous learning assessment. In the role of teachers there are four important meaning: an equal dialogue relationship, a cooperative inquirer, heartfelt care giver, and information assistant.
Besides, considering “the study about the moral aspect of cyberspace” and “the critical and reflection about the cyberspace” the performing and transforming in the curriculum are also the important study for cyberspace and curriculum.
Keywords: cyberspace, curriculum
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