把課程理解為歷史文本－以社會效率運動與進步主義改革運動為例

Understanding Curriculum as Historical Text: Examples from the Social Efficiency Movement and the Progressive Reform Movement

10.6384/CIQ.200501.0069

吳裕聖(Yu-Sheng Wu)

課程史 ； 社會效率運動 ； 進步主義改革運動 ； curriculum history ； the social efficiency movement ； the progressive reform movement

課程與教學

8卷1期（2005 / 01 / 01）

69 - 80

繁體中文

本文主要探討社會效率運動和進步主義改革運動，目的在關注課程領域的歷史，使學者和教師警覺到課程觀點是產生於歷史和政治背景之中，進而重視課程的歷史探源。在研究課程時，我們抱持歷史意識，一方面，接受前人的觀點，將之納入理論內，使之深化；另一方面，拒絕其既有觀點，但由歷史中，仍可得到教訓，作為將來行動之借鑑。因此，從內容本身來看，或從研究方法來看，歷史對課程都有很大的貢獻。本文主要分為四部分，首先，探討追求社會效率運動的科學化課程設計之理論發展背景及其課程理論內涵；接著，探究進步主義改革運動的發展背景及其課程內涵；進而，探討社會效率運動與進步主義改革運動的對立及其批判；最後，說明課程存在於歷史脈絡之中，及其潛在課程的歷史生涯中，要發揮課程應有的功能，有必要重視課程歷史研究。

This study mainly explores the social efficiency movement and the progressive reform movement. The purpose focuses on the history of the curriculum field so that scholars and teachers can have a vigilance to understand that curriculum issues occurred from history and political background, and then put emphasis on the exploration of history. In this way, on the one hand, we may accept a point of view from former people, bring into the theory, and put it depth; on the other hand, we can refuse the point of view but we can draw a moral of history as the referring action in the future. The history has a greatly contribution to curriculum content and research method. This study is divided into four parts. At first, the study explores theory development, background and its curriculum contents of scientific curriculum making in the social-efficiency movement. Then, the study explores theory development, background and its curriculum contents of the Progressive reform movement. After that, the study explores the confrontation and criticism of the social efficiency movement and the progressive reform movement. Finally, the study has a conclusion to explain whatever the curriculum is in the historical contexts or period, the curriculum shall be emphasized and researched to develop and perform its functions.

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