杜威芝加哥试验学校道德实践课程之探析-国北教大教务处.PDFVIP

教育實踐與研究 研究論文 第 25 卷第 1 期，1-28 ，2012 年 6月 杜威芝加哥實驗學校道德實踐課程之探析 鄭玉卿 ∗ 杜威主張教育就是生活本身的信念，道德應該是身體力行民主生活的學習 經驗。他批評傳統學校教育將道德作為一個學科，灌輸道德知識的教學，是錯 誤且無效的教育。本文從教育史的角度，透過第一手史料，說明杜威在芝加哥 實驗學校中進行道德實踐課程與教學的理念與實際作法，藉以說明杜威民主社 會的道德教育之主張。 全文共分杜威實驗學校中的道德實踐課程的內容與教學 方法，杜威實驗學校作為其道德教育理念的具體行動，以及實驗學校的道德課 程在教育史上的意義等重點進行探究，期能透過杜威實驗學校以生活為核心的 道德實踐課程，一方面呈現芝加哥實驗學校的道德教育觀，一方面透過歷史事 實提供教育人士有關學校生活中落實道德教育的可能性之參考。 關鍵詞：杜威、芝加哥實驗學校、道德實踐課程 ∗ 鄭玉卿：台北市立教育大學教育系副教授 yccheng269@ - 1 - Journal of Educational Practice and Research Research Article Vol. 25, No. 1, 1-28, Jun. 2012 A Study on Dewey’s Moral Practice Curriculum in the Laboratory School of the University of Chicago Yu-Ching Cheng∗ Moral education is a learning experience by taking part in life. It is the faith of Dewey who proposed education is life itself. He criticized it was wrong and useless in traditional education system which defined moral education as a subject and infused the moral knowledge into students. This article will review the curriculums and teaching in the Laboratory School of the University of Chicago established by Dewey from the point of view of educational history. The author tries to explore the ideas of Dewey’s moral education and achievements of practice in the laboratory school. There are three major parts in this article, including the moral ideas and practice in laboratory school, Dewey’s criticism of moral education in traditional schools, and