法國教育學家塞勒斯坦‧佛賀內教育學信念研究   免費試閱

A Study on French Pedagogue: Célestin Freinet' s Pedagogical Invariants

本文探討法國重要的教育學者塞勒斯坦‧佛賀內（Célestin Freinet）的教育學理念與教育學信念。佛賀內的教育學首先注重的是，學校必須是屬於「大眾的學校」（l' école populaire），也就是真正以每個學生主體為核心的學校教育。而這樣的教育精神具體的呈現在佛賀內30條的「教育學信念」當中，這30條信念分別論述了「孩童的本性」、「孩童的回應」與「教育實踐」三個層面。今天的佛賀內教育學信念，具體的在「現代學校合作學會」（Institut Coopératif de l'Ecole Moderne, ICEM）與「國際現代學校聯盟」（Fédération Internationale des Mouvements de l'ecole Moderne, FIMEM），以及法國公立的「佛賀內學校」與法國師資培育機構當中，持續延續下去。

The investigation of the study was mainly about an important pedagogue in France, Celestin Freinet, and his educational theory and pedagogical invariants. It is said that in Freinet's pedagogical theory schools must be"popular schools" (les écoles populaires) in which all educational activities should be based on the model of "childcentered learning". Thirty pedagogical invariants were presented particularly in terms of three aspects: "the nature of children," "the reaction of children," and "the educational practices," the core ideas of Freinet's pedagogical theory. Until today, many institutes such as "Institut Coopératif de l'Ecole Moderne (ICEM)," "Fédération Internationale des Mouvements de l'ecole Moderne (EIMEM)," French public "Freinet schools" and Institute of Teacher Training in French universities have continued passing on the traditions of Preinet's pedagogical invariants.