| 摘要: | 本計畫預期以二年的時間，就著杜威的一手著作、以杜威為研究對象的二手著作，以及其他有關的文獻，分別完成【杜威歷史課程論主張】與【杜威歷史課程論對中學社會合科的影響】二項具有連續性質的主題之研究。 本計畫乃是承接【杜威教材論評析】（NSC 101-2410-H-034 -024 -）暨【杜威教材組織論有關問題的探討】（MOST103-2410-H-034-027-MY2）之部分研究成果改寫而成的〈杜威教材通論的評析〉文末所言：「未來......或可......探討其......歷史......等教材各論」（單文經，2015:102）而來。 除了上述承接往年計畫的考慮之外，研究這兩個主題的重要原因之一是，有鑒於近年來中小學的歷史課程總是不斷地引起爭議，以致包括我在內的許多人，特別是關心中小學歷史教育的人都會有著「與其陷於歷史爭議，不如力求課程改進」的慨嘆。我作為一位於近年來皆與歷史學者合教歷史教學實習及歷史教材教法等科目的大學教師，更有著積極投入以歷史課程的理論與實務為主題的研究之急迫性。在此一考量下，我乃試著提出本計畫。 【杜威歷史課程論主張】一案將自歷史課程之目的、教材教法，以及各教育階段的歷史課程等三方面，解析杜威歷史課程論主張的內涵，並自歷史的界說、研究方法、現在與過去的關係，以及歷史課程的重點等四方面，評述杜威歷史課程論主張的得失。 【杜威歷史課程論對中學社會合科的影響】一案則將自歷史單獨設科前的情況、單獨設科建議的提出、單獨設科的確認，以及社會合科建議的提出等四方面尋繹中學由「歷史單設」到「社會合科」的演變，並自其他人的理論在此一演變中所扮演的角色，以及杜威歷史課程論在此一演變中所扮演的角色等二方面，評述杜威歷史課程論在此一演變中所扮演的角色。 本計畫於預定的二年期程內，完成一篇不少於六萬字的報告書，並且改寫為不少於三篇的學術論文，投稿於國內TSSCI 學術期刊。
I plan to take two years to execute this project, which is combined with two minor studies with interrelated themes, by researching John Dewey's first-, second-hand and related literatures: One is about John Dewey's thoughts on history curriculum, and the other its influence on the change from secondary level history curriculum to social studies curriculum. This project is originated from a suggestion that describing "Dewey's theory on separate subjects could be studied in the future" which was shown in the very last sentences of a published paper titled "A critical analysis of Dewey's general theory of subject matter" written as a part of the research results of two former projects granted by the MOST. School history curriculum has been the core of very hot issues in the recent years in this country. Many a person, including me, who are concerned with the development of school history education, would like to consider that we had better pay more attention to curriculum improvement rather than trapping ourselves in the argument. This is one of the other reasons, in addition to the above consideration, that I would submit this proposal. In the first study, I will examine John Dewey's thoughts on the goals, subject matter and teaching methods, and various levels of school history curriculum first, and then critically analyze them from four standpoints, i.e., definition of history, research methods of history, the relations between the present and the past, and the themes of history curriculum. In the second study, I will survey the change from secondary level history curriculum to social studies curriculum by describing its historical development first, and then critically analyze the role Dewey played during the process to understand the influence of his thoughts on history curriculum. A final report with no less than 60,000-word will be written, and at least three papers will be adapted and submitted to TSSCI scholarly journal in two years. |
