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題名:杜威經驗概念之教育涵義
作者:林秀珍
作者(外文):Show-Jane Lin
校院名稱:國立臺灣師範大學
系所名稱:教育研究所
指導教授:歐陽教
學位類別:博士
出版日期:1999
主題關鍵詞:杜威經驗教育John Deweyexperienceeducation
原始連結:連回原系統網址new window
相關次數:
  • 被引用次數被引用次數:期刊(13) 博士論文(3) 專書(2) 專書論文(0)
  • 排除自我引用排除自我引用:10
  • 共同引用共同引用:0
  • 點閱點閱:444
摘 要
本研究旨在透過杜威經驗概念的教育涵義之探討,釐清「經驗」的教育價值與功能,掌握「教育即生活」的理念意涵與實踐方式,以期對當前台灣教育革新提供啟示性的觀念與做法。
在研究內容方面,首先就杜威經驗概念的基礎、涵義及其價值進行討論,以理解杜威經驗概念的獨特性;其次,依據杜威的觀點,分析影響經驗形成的重要因素,俾作為經驗改造與重組的著力點;復次探討杜威的教育實驗歷程,釐清理論與實踐結合的可能性與具體做法,進一步闡釋教育經驗的規準與學生經驗的改造;最後根據前述討論,提出幼兒期與兒童期的教育活動重點以及應注意事項,以作為教育革新的參考。
本研究的重要結論如下:
一、 杜威認為經驗與生活密不可分,經驗的內容包括經驗主
體的活動與過程,也包括經驗的對象。
二、 杜威經驗概念的重要性包括重視生活經驗、重建主體與
客體的關係、強調人與自然相互依存的親密性、具有生
態學的見識,以及運用實驗科學方法提昇經驗的價值。
三、 人的經驗形成受到先天本能的衝動、後天習慣、思考作
用,以及人與環境的互動所影響。教育應該了解經驗形
成的生物性基礎,藉著學校的特殊環境,與學生建立良
好的互動關係,以培養學生理性思考的習慣,進而將學
生經驗導向進步與成長。
四、杜威的教育實驗是理論與實際結合的典範。
五、杜威以繼續性原則與互動原則作為教育經驗的規準,繼
續性原則是不偏執一端的調和原則,除了強調學校教育
經驗與生活的關聯性之外,還具有「生長」的規範意涵。
互動原則強調兼顧學生身心內在需求與外在環境的安
排,以參與、溝通與合作作為教育經驗的重要內涵。
六、杜威把智慧視為人類改造經驗的工具,「做中學」是培
養智慧的教學策略。
七、「教育即生活」可以包括三方面的涵義:第一、教育本
身就是民主生活的體現。第二、學校教育應與學生的生
活經驗連結。第三、 教育在培養學生改造生活的能力,
創造生活的意義與動力。
八、「教育即生長」的涵義通過中國文化觀點的創造性詮釋,
更能觸發深層的省思,開顯教育的意義。
九、杜威觀點對於台灣兒童教育的啟示:
(一)、幼兒時期是儲備初級經驗的重要階段。幼兒經驗的
重要內容可以包括與大自然的直接互動、人際情感的互
動、自由表現與遊戲的經驗等。
(二)、兒童時期是幼年經驗的連續與擴充,兒童經驗的重
要內容除了繼續與大自然的親密互動之外,建立互助的
人際關係、培養社群意識與理智的啟發等,也是不可忽
略的層面。
John Dewey’s Concept of Experience
and Its Implication for Education
Abstract
Show-Jane Lin
A separation usually exists between the life-experiences of students and the subject-matter learned in the classroom. John Dewey advocated an education based on experience and made great effort to integrate the experiences taking place through in-school activities and the experiences taking place elsewhere. The purpose of this dissertation is to investigate Dewey’s concept of experience and its implication for education.
The important findings of this study are as follows:
1、 Dewey’s concept of experience includes processes of experiencing and what we experienced, i.e. the process and product of experience.
2、 The importance of Dewey’s concept of experience is to promote a respect for concrete human experience and its potentiality. Dewey reestablished the relation between subject and object and emphasized the close relationship between men and nature. Besides he expressed an ecological insight and promoted the value of experience by way of experimental method. These are Dewey’s contribution.
3、 Instincts, habits, thinking styles and the way of interacting with environments are important elements for forming an experience. During an education of experience, the environment is well organized and the student is stimulated to interact with the environment so that growth of the student is possible.
4、 Dewey’s educational experiment sets a good example for integrating theories and practice.
5、 Continuity and Interaction are Dewey’s twin criteria of educative experience.
6、 Wisdom is a necessary tool to reconstruct and reorganize experiences, and learning by doing is the best way to develop wisdom.
7、”Education as Life” means education is a mode of democratic life. It also
means that schooling can not be separated from daily life, and
education is to create the meaning of life.
8、“Education as Growth “ in terms of Chinese culture can be interpreted
in a deeper sense and a creative meaning.
9、Child education in Taiwan may learn something from Dewey’s concept
of experience, such as nature education, cooperative human
relationship, sense of community and developing wisdom .
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