美國課程改革的歷史辯證

The Historical Dialectic of American Curriculum Reform

10.6384/CIQ.200510.0001

鍾鴻銘(Horng-Ming Jong)

課程史 ； 課程改革 ； 歷史辯證 ； curriculum history ； curriculum reform ； historical dialectic

課程與教學

8卷4期（2005 / 10 / 01）

1 - 18

繁體中文

在美國，十九世紀末課程逐漸成為公共議題。在學者相繼提出其理想課程圖像後，依其理念可劃分成四種課程傳統：人文主義、發展論、社會效率論、社會改良論。人文主義重視學科教材的心靈訓練功能，發展論者重視兒童的自然發展順序，社會效率論強調有效成人生活之履行，社會改良論則將學校當成促成社會進步的有效工具。此四者，此後即構成美國課程改革的重要理論內涵，二十世紀美國的課程改革史即是此四者相互辯證發展的歷程。本文之目的即在說明構成此四種課程傳統的重要課程事件及思想內容，並描述美國課程改革相互辯證發展之歷程。

In America, curriculum became a public issue from the late part of nineteenth century. According to the curriculum thought which significant scholars proposed to meet the social needs in this period, four curriculum traditions are divided, which are: humanists, developmentalists, social efficiency educators, and social meliorists. Humanists emphasized the function of mental discipline subject matter made. Developmentalists maintained education should adapt to children's natural order of development. Social efficiency educators stressed the performance of adult life effectively. Social meliorists thought that the schools were good means to improve the society. These four curriculum traditions became the theoretical constituents of curriculum reform. The American curriculum history in twentieth century was the dialectical process of development that this four curriculum traditions involved. This paper aims to explicate the significant curricular events and thoughts of four curriculum traditions, and to depict the dialectical process of development formed by the American curriculum reform.

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