◎系所教育目標：
1 培育學生具備豐富的「教育理論」學術涵養。
2 輔導學生具有豐富的「課程與教學」理論和實務應用知能。
3 培養學生擁有豐富的「教育行政與文教事業經營」理論與實務工作之職能。
4 啟發學生具備統合教育理論與實務相互檢證之卓越學能。
5 引導學生具有主動探究教育理論與解決實務問題之豐富興趣與學能。
6 涵泳學生具有奉獻教育與其相關工作之高度熱忱與良好態度。 |
| ◎核心能力 | 關聯性 |
| 1.「本土化」思維與「全球化」視野之知能與涵養。 | 5 關聯性最強 |
| 2.卓越的教育專業研究知能與涵養。 | 5 關聯性最強 |
| 3.卓越的「教育理論」與其應用之專業能力與涵養。 | 5 關聯性最強 |
| 4.卓越的「課程與教學」理論和實務之專業能力與涵養。 | 3 關聯性中等 |
| 5.從事高階「教育行政與文教事業」工作之專業能力與涵養。 | 2 關聯性稍弱 |
| 6.反省、敬業、溝通、領導與團隊合作之能力與涵養。 | 5 關聯性最強 |
| 7.合理性邏輯思考、尊重多元文化和人道關懷之能力與涵養。 | 5 關聯性最強 |
◎本學科學習目標：
The purpose of the course is to examine the history of western educational thought, focusing particularly on the idea of progressive education, which has influenced modern educational reforms in many countries of the world. In the course, we will study the origins of progressive education in John Dewey’s works. We will also examine the controversies it has aroused since its inception in early 20th century. We will also look at its most recent developments and challenges in contemporary American education. The course examines the theory and practice of progressive education from supporters’ viewpoints as well as critics’ viewpoints, hoping thus to provide a more balanced view of this complicated education experiment in western, especially American, society. |
| ◎教學進度： |
| 週次 | 主題 | 教學內容 | 教學方法 |
01
9/20 | Course Introduction | “The Origins of Progressive Education” (1940) | 講授、討論、報告。 |
02
9/27 | A Look into existing progressive education literature in Taiwan | Reading: Chinese articles:杜威(John Dewey)與美國的進步主義教育運動;評楊國賜編著<進步主義教育哲學體系與應用> | 講授、討論、報告。 |
03
10/04 | What is progressive education? : A Historical and a Philosophical Perspective | Reading: “Implications of Philosophies of Progressive Education (1939) | 講授、討論、報告。 |
04
10/11 | Challenges to Progressive Education | Reading: “Evaluation: A Challenge to Progressive Education,” Ralph Tyler (1935) | 講授、討論、報告。 |
05
10/18 | The rise and fall of progressive education | Reviews of research by Lawrence Cremin, Richard Vetterli and Arthur Zilversmit | 講授、討論、報告。 |
06
10/25 | The eight-year study and progressive education | A Review of research by Craig Kridel and Robert Bullough | 講授、討論、報告。 |
07
11/01 | Progressive education and classroom reality: A Teacher’s Perspective | Reading: “Progressive Education with a Capital ‘P’” | 講授、討論、報告。 |
08
11/08 | Dewey and progressive education | Reading: Education after Dewey (2009), “Beyond Progressivism and Conservatism,”
pp. 13-52 | 講授、討論、報告。 |
09
11/15 | Dewey and progressive education continued | Reading: Education after Dewey (2009), “Beyond Progressivism and Conservatism,” continued, pp. 13-52 | 講授、討論、報告。 |
10
11/22 | Mid-term, no class, preparation for mid-term written reports | No reading | 講授、討論、報告。 |
11
11/29 | Analyzing students’ mid-term written reports | No reading | 講授、討論、報告。 |
12
12/06 | A Look at Progressive Education from a sociological standpoint | Reading: “The Paradox of Progressive Education: A Frame Analysis” (2002) | 講授、討論、報告。 |
13
12/13 | A Look at Progressive Education from a sociological standpoint continued | Reading: “The Paradox of Progressive Education: A Frame Analysis” (2002) | 講授、討論、報告。 |
14
12/20 | Integrating Progressive education with Traditional Education | Excerpts from Wrong from the Beginning: Our Progressivist Inheritance from Herbert Spencer, John Dewey and Jean PiagetReading “Taproots for a New Century: Tapping the Best of Traditional and Progressive Education” | 講授、討論、報告。 |
15
12/27 | The Problem with Progressive Education | Reading: excerpts, Getting it Wrong from the Beginning: Our Progressive Inheritance from Herbert Spencer, John Dewey, and Jean Piaget | 講授、討論、報告。 |
16
01/03 | The Problem with Progressive Education, continued | Reading: excerpts, Getting it Wrong from the Beginning: Our Progressive Inheritance from Herbert Spencer, John Dewey, and Jean Piaget | 講授、討論、報告。 |
17
01/10 | Analyzing students’ final written reports | No reading | 講授、討論、報告。 |
18
01/17 | Analyzing students’ final written reports | No reading | 講授、討論、報告。 |
◎課程要求：
請事先預習、準時上課、注意手機使用禮節、事後複習、輪值同學視聽媒體借用及歸還。
※依教務處規定，為落實校園智慧財產權保護，請同學遵守智慧財產權觀念並不得非法影印。 |
◎成績考核
課堂參與討論20%
期末考30%
書面報告20%
口頭報告30%
|
◎參考書目與學習資源
Palm, R. (1940). The origins of progressive education. The Elementary School Journal, 40 (6), 442-449.
Tyler, R. (1935). A challenge to progressive education. Educational Research Bulletin, 14 (1), 9-16.
Davies S. (2002). The paradox of progressive education: A Frame Analysis. Sociology of Education, 75 (4),
269-286.
Ackerman, D. (2003). Taproots for a new century: Tapping the best of traditional and progressive education. The Phi
Delta Kappan, 84 (5), 344-349
Macombe, F. G.. (1939). Implications of philosophies of progressive education. The High School Journal, 22,
(1), 21-25
Marshall, M. (1958). Progressive education with a capital "P". Peabody journal of education, 36 (2), 67-72
Featherstone, J. (2007). Teaching in adventurous company: Another look at the eight-year study. Studies in
Education, 4 (1), 143-155
Fairfield, P. (2009). Education After Dewey. New York: Continuum International Publishing Group. |