臺灣當前的教育主要還是以考試為主，例如從國小乃至大學都有段考，而且上高中要考基測，上大學要考學測，因此有些教師為提高學生的考試成績，長期挪用下課時間來上課或考試。雖然，這種做法提高了學生的考試分數，卻犧牲了學生利用下課時間認識周遭環境、探索自我與發展各項能力的機會，而且與現令多元教育背道而馳，也抑制了學生各種潛能。是以，本文旨以文獻探討的方法探究各種知識論以及其與「下課時間」的關係，以了解學生如何利用下課時間認識世界與發展哪些基本能力。首先，本文針對客觀主義知識論與主觀主義知識論的本質加以探究；接著以Schwab（1970）的共同要素概念來分析各知識論的異同。再者，針對「下課時間」進行定義、分析，並了解在「下課時間」學生能學到何種知識論與學習內容。最後，本文向教師與學校提出若干建議，以期學生能藉由「下課時間」習得多元的知識論，而非在學校學到只強調「智育」的單一知識論。

The present education in Taiwan was predominantly examination-driven. For example, students had to take examinations every semester, and before they went to senior high schools or colleges they needed to take entrance examinations. As a result, some teachers continued to teach or to give tests during the recess time with a view to enhancing students' grades. Although the grades of students did get improved, the chances for students to understand themselves, explore environments or ascertain their potentials actively were sacrificed. In addition, this was against today's pluralistic education policy and cracked down on students' development of capacities. Consequently, the purpose of the study was to inquire into the relationships between the recess time and epistemologies through the review of literature in the hope to understand how students learned to understand the world and developed their basic capacities. First, the study explored the essence of objectivistic and subjectivistic epistemologies. The similarities and differences of the above epistemologies would be analyzed through the application of commonplaces by Schwab. Second, the recess time would be defined and analyzed in order to understand what kind of epistemologies students could leam in the recess time. Finally, the study was to proffer the school and teachers with following suggestions: student proffer the school and teachers with following suggestions: student could take advantage of the recess time to learn more epistemologies rather than a single one.