作為一位長期以來從事課程與教學研究的學者，作者心中存有一個困惑多年的問題：教材心理化與邏輯化的爭論到底是怎麼回事？具體而言，哪些學者較為關注心理化，哪些學者較為關注邏輯化；又，他們各有哪些說法，乃至有哪些相互衝突的論點？如何平議之？本文的主旨，即在解答這些問題，以消解心中的困惑。全文分為七節。除前言與結語外，第二至四節縷述杜威心理化主張的提出、杜威與追隨者持續闡述其主張，以及杜威澄清與總結其主張，第五節簡述吳俊升及赫思特的批評，第六節則先由爭論的緣起看問題的本質，再由具體的作法看爭論的平議。作者在結語中指出，杜威所主張的：由兒童在工作活動中所發現的興趣，循序漸進地引導他們學習依邏輯原理組織而成的知識，雖屬老生常談，卻仍值得參照。
As a long-standing scholar in curriculum and instruction, the author has in mind for many years a perplexing question: What is the debate of the psychological and logical aspects of subject matter about? The paper was aimed in answering the question to eliminate the author's perplexity. Employing the writings by John Dewey and other scholars, the initiation of the problem, various arguments, crucial points, and its relations with schooling practices were explicated in seven sections. In addition to the introductory and concluding remarks, John Dewey and his followers' thoughts were described in the second to fourth section, Tsin-shen Ou and Paul H. Hirst's criticisms the fifth, and the nature of the debate the sixth. It is argued that, as Dewey advocated, in both the organization of subject matter and the implementation of teaching methods, combining with the psychological and the logical principles to proceed in progressive manners from children's personal experience to a logically organized public knowledge, although a commonplace, is long lasting and fresh.
