在課程領域，Bobbitt是科學仁課程編製的創始者，且被視為社會效率論的主要代表人物。但約莫在1920年代中期，Bobbitt的課程理論產生某種程度的轉折。前期的Bobbitt受到Taylor科學管理論的影響，並將其觀點應用至課程編製。此一時期的Bobbitt強調的是科學化的課程編製程序與社會效率的教育目標。轉折後的Bobbitt則向著進步主義的兒童中心論傾斜，更為重視兒童現時的生活與個別化課程。本文之目的即在對比Bobbitt前後期的課程理論主張，並嘗試對其課程理論的轉折提出解釋。

In the curriculum area, Bobbitt was regarded as the founder of the scientificcurriculum making and the main representative of social efficiency educators. Inthe middle of the 1920s, Bobbitt's curriculum theory h’ ad a certain degree of turning. Earlier on, Bobbitt was influenced by Taylor s scientific managementtheory and applied his ideas to the curriculum. During this period, Bobbitt emphasized the scientific curriculum making procedure and the educational goalsof social efficiency. After the turning point, Bobbitt leaned t’owards the progressive child-centered theory and paid more attention to children s immediate li'fe and individualized curriculum. The purpose of this paper is to compare Bobbitt s earlywith late curriculum theory, and try to explain the turn.