杜威經驗哲學對課程與教學之啟示

The Insights of John Dewey's Empirical Philosophy for Curriculum and Teaching

吳木崑(Mu-Kun Wu)

《臺北市立教育大學學報. 教育類》 40卷1期 (2009/05) Pp. 35-54

https://doi.org/10.6336/JUTe/2009.40(1)2

摘要

教學改革是教育改革中重要的一環，因為唯有教學改革成功，才能保證教育改革真正的成功。所謂的教學改革，其內涵無非就是促使「敎者善敎」而「學者善學」。杜威之經驗哲學強調「有事可做」（something to do）更要「有事可學」（something to learn），主張讓學生在經驗的學習情境裡「由做中學」（learning bydoing），透過學生主動的反省思考（reflective thinking）來領會事務之間的關連，學習因而「水到渠成」。本文旨在透過杜威經驗哲學之探究，進而提出其經驗哲學的論點對課程與教學之啟示。全文共分四部分：第一部分為前言；第二部分論述杜威經驗哲學之內涵；第三部分探討杜威經驗哲學對課程與教學之啟示；第四部分結論。

關鍵字

經驗 ； 經驗學習 ； 由做中學 ； 反省思考 ； 課程與教學

並列摘要

Teaching reform is one of the important parts of educational reform. The only way to guarantee the success of the latter is the success of John Dewey's Empirical Philosophy that focuses on ”something to do” rather than ”something to learn”. It asserts that students should be placed in an experiential learning circumstance, so that they can ”learn by doing.” They also can understand the linkages between different matters through active reflective thinking. Under these conditions, learning becomes as natural as water flowing down a channel.The main purpose of the article is to discuss John Dewey's Empirical Philosophy, then to bring up its insights for curriculum and teaching. There are four parts in this article. Part One, the Preface; part Two, Explanation of the content of John Dewey's Empirical Philosophy; part Three, Discussion of the practices of John Dewey's Empirical Philosophy and its insights for curriculum and teaching; part four, the conclusion.

並列關鍵字

experience ； learning from experience ； learning by doing ； reflective thinking ； curriculum and teaching

參考文獻

單文經(2004)。論革新課程實驗之難成。教育研究集刊。50(1)，1-32。

林逢祺(2003)。由思維歷程透視教學原理：杜威《思維術》方法論之衍釋。教育研究集刊。49(1)，1-29。

Dewey, J.(1934).Art as experience.New York:Minton, Balch & Company.

Dewey, J.(1944).Democracy and education.New York:The Free Press.

Dewey, J.(1957).Reconstruction in philosophy.Boston:Beacon Press.