為使哲學基礎課程得以與創意實作結合，將哲學教育向下扎根，以達到延伸哲學教育觸角之目的，本課程之設計特別由授課教師以密集授課方式帶領修課同學們分組研討，共同發揮巧思與創意，引導其將哲學理論與概念思辨改編成適合小學中年級兒童的哲學故事，並製成繪本以作為學習成果。此外，為令學習成果能讓兒童容易理解，本課程亦安排選課同學們實際到小學的閱讀活動或課程中對小學生說故事，並使用他們所繪製的哲學故事做為教材。本課程試圖一方面透過改編深奧難懂的哲學思想以成為更加平易近人的故事，來達到激發同學們的創造力與創意之目標，另一方面則透過哲學故事改寫的實作，以及到小學的教學現場說故事的活動，使得同學們能走出學院、進入實際創作與教學的場域，體認學習與實作的價值。
本課程係結合實作與理論的一門哲學文創課程，課程時程設計包括五個部分：期中考週前分組討論與製作繪本、邀請專家學者做相關演講、期中考週展示初步成果、期中考週後赴合作小學實地展演、以及期末考週反思與檢討。有鑑於上述五個部分皆難以按照一般制式課表時間來施行，而必須有一定程度的機動性，故課程之進行亦將採取集中授課的方式為之。In order to enable the basic courses of philosophy to combine with creative implementation, and take root in philosophy education down to achieve the purpose of extending the tentacles of philosophical education, the design of this course is specially led by the teachers to led the classmates to discuss in groups and play together to play together. Ingredients and creativity guide them to adapt the philosophical theory and concepts into philosophical stories suitable for children in primary schools, and make picture books as learning results. In addition, in order to make the results of learning easy to understand, this course also arranges that the students who actually went to the primary school reading activities or told stories to elementary school students in the primary school were also arranged, and they used their philosophical stories as textbooks. In this course, on the one hand, by adapting the esoteric philosophical thoughts to become a more approachable story, to achieve the goal of stimulating the creativity and creativity of students, on the other hand, through the realization of the rewriting of philosophical stories, and teaching in elementary school teaching The activity of storytelling at the scene enables students to go out of the college, enter the field of actual creation and teaching, and recognize the value of learning and practical implementation.
This course is combined with a philosophical cultural and creative course in combination with implementation and theory. The course design includes five parts: the pre -group group discussion and production of picture books, inviting experts and scholars After the week, he went to the cooperative primary school show on the spot, as well as the end of the period to reflect and review. In view of the fact that the above five parts are difficult to implement in accordance with the time of the general standard table, and must have a certain degree of maneuverability, the course of the course will also be adopted for centralized teaching.
1. 林正弘，《想一想哲學問題》，三民出版社，2003。
2. 梁瑞祥、傅皓政、蒲世豪、葉榮福、邱武科、徐昀霖，《兒童哲學：基礎理論、教學方法》，五南出版社，2012。
3. Brigitte Labbe著，《哲學種子(精裝版1-4)：勇氣與恐懼+自由與不自由+美與醜+愛情與友情》，謝蕙心、殷麗君等譯，米奇巴克出版社，2015。
4. Brigitte Labbe著，《哲學種子(精裝版5-8)：什麼是好？什麼是壞？+知道與不知道+領導者與其他人+身體與心靈》，謝蕙心、殷麗君等譯，米奇巴克出版社，2015。
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1. Lin Zhenghong, "Think of Philosophy", Sanmin Press, 2003.
2. Liang Ruixiang, Fu Haozheng, Pu Shihao, Ye Rongfu, Qiu Wuke, Xu Yilin, "Children's Philosophy: Basic Theory, Teaching Method", Wunan Press, 2012.
3. Brigitte Labbe, "Philosophy Seeds (hardcover version 1-4): courage and fear+freedom and freedom+beauty and ugliness+love and friendship", translated by Xie Yanxin, Yin Lijun, Mickeybuck Publishing House, 2015.
4. Brigitte Labbe, "Philosophy Seeds (Heritage Version 5-8): What is good? What is bad? +Knowing and not knowing+Leader and others+body and mind ", translated by Xie Yanxin, Yin Lijun, Mickey Bark Publishing House, 2015.
Essence
| 評分項目 Grading Method | 配分比例 Grading percentage | 說明 Description |
|---|---|---|
| 平時成績平時成績 Usual grade |
20 | |
| 期中成果報告期中成果報告 Period Overseas Report |
20 | |
| 期末成果報告與展示期末成果報告與展示 Report and display of the final results |
30 |
