Root and Rhizome—Case Study on Learning Patterns of College Student Based on the Process of Transformation of Knowledge from Modernity to Postmodernity

• Main Authors: Yi-Ting Lin, 林瑜庭
• Other Authors: Chin-Ju Mao
• Format: Others
• Language: zh-TW
• Online Access: http://ndltd.ncl.edu.tw/handle/98081064622597924651

碩士 === 國立臺灣師範大學 === 教育學系 === 103 === 　　The research provides an overview of the transformation of knowledge in postmodern based on Gibbons, Limoges &; Nowotny (1994) asserted the idea of the new production of knowledge and the postmodern condition of knowledge raised by Lyotard (1979). Researcher collected the data base by observing the a class in university and interviewing the students. With the way of quantitative method, researcher analyzed and explained college students’ learning patterns under the　context of the transformation of knowledge in postmodern based on root and rhizome raised by , Deleuze and Guattari (1987). The types of students’ learning patterns are not an dualistic classification, instead, researcher tried to gather the features of students’ learning habits and patterns and to descibe the different image of students’ learning based on root and rhizome. Last but not least, to reflect the influence and loss on students of current education system. 　　To reach the conclusion, there are following four research findings: 1. In university students’ opinion, knowledge is distributed and collective. 2. Learning patterns of root and rhizome coexist and interact in the class. 3. There is alienation of knowledge in learning field of university. 　　According to the research findings, some advice and reflection are provided as reference for the policy of higher education system, teachers and curriculum.