方案教學法由美國傳入我國之歷史探究

與方案教學法（The project method）有關的教學實施，在西方特別是美國已經有著相當長的一段歷史，且此一教學法之精神內涵及其運用轉傳相傳，其經由大陸，再傳入臺灣的歷史也為期不短。本研究的主旨即在探討方案教學法由美國之緣起，進而傳入大陸與臺灣的發展演進，從中探究方案教學法的真義，並尋繹方案教學法對臺灣有關教育問題的啟示。本研究以歷史研究方法為主，透過文獻、史料的整理、歸納及分析，瞭解方案教學法之歷史脈絡。全文共分五章：第一章緒論；第二章探析方案教學法之溯源與開展；第三章、第四章探究方案教學法傳入我國之理論與實務研究的情況；第五章則為全文結論與建議。本研究發現，當今倡行專題式學習的臺灣學界人士，雖有部分已經能掌握專題式學習係緣起於Kilpatrick首倡的方案教學法之史實，但卻鮮少有人注意其由美國傳入大陸，再經由大陸傳入臺灣的歷史發展過程。於此一傳延的過程中，不僅在理論方面曾出現大量的專著，在實務方面也有少數學校進行實驗之事實。本研究以為，掌握這段歷史，對於深入理解專題式學習的理論與實務，應有正面的作用。

關鍵字

克伯屈；方案教學法；專題式學習；臺灣；中國大陸

並列摘要

Teaching with the Project Method dates back long into the western history, especially in the USA the same can be said for the spread of the method’s essence and application to Taiwan by way of mainland China. This study aims to discuss its origin in the USA and its evolution in the above regions; to uncover its nature in the process; and to shed a light on relevant issues of education in Taiwan. This study explores the historical evolution of the Project Method through organizing, generalizing, and analyzing literature and historical materials drawing mainly on the research methods of history studies. The paper consists of five chapters: the first chapter is an introduction; the second discusses the origin and development of the Project Method; the third and fourth study its theory and practice after its spread into Taiwan; and the fifth offers suggestions and a conclusion. The study finds that while some thematic learning advocates in Taiwan have realized that the topical learning system stems from the Project Method first proposed by Kilpatrick, few scholars have value d its diffusion path from the USA and via mainland China, through which process, theoretical monographs proliferated and even a few schools carried out experiments. This study believes that the understanding of this history positively contributes to the digestion of the theoretical and practical aspects of project based learning.