為「學教翻轉、以學定教」的理念探源：杜威教材心理化主張的緣起與要義

The Origin of the Idea of ”Teaching by Learning in an Inverted Classroom”: John Dewey’s Theory of the Psychologizing of Subject Matter

最近臺灣許多縣市積極推動「學教翻轉、以學定教」的教學改革，意在以學生學習為核心，由課堂教學、校務經營，而校園文化，建立一個人人認真學習的共同體。本文以為，此一重視學生興趣、能力、需求等心理特質，並且以學生的生活世界為場域、學生的直接經驗為起點，逐漸導引學生進行主動與積極學習的各項課程與教學的改革理念，率皆與杜威所提出的教材心理化主張有關。於是，本文乃以杜威為主人翁，以其早期的著作為依據，探討這一項很重要的主張。本文先行說明其一向關心課程、教材與教法的問題，然後就教材心理化主張的緣起與要義略作介紹，以確認其為「學教翻轉、以學定教」理念的根源之一。

Recently in Taiwan, many a city are promoting the idea of "teaching by learning in an inverted classroom" to build up a learning community with serious student learning as the center of classroom instruction, school management and campus culture development. The author argued that the origin of this instructional reform trend which values children's psychological traits, such as interest, ability, and need could be found in John Dewey's theory of the psychologizing of subject matter. This paper was aimed to analyze the development and rationale of the theory by using Dewey's early works as material. It divided into five parts. The purpose of the paper was firstly introduced. Secondly, that Dewey always attends to the problems of curriculum, subject matter and teaching methods in his academic life was explicated. In the third and fourth sections, the development and rationale of the theory were explained respectively. In the last section, that the origin of the idea of "teaching by learning in an inverted classroom" is related with John Dewey's theory of the psychologizing of subject matter was re-emphasized.