美國Parker學校課程革新的歷史省思及對實驗學校課程的啟示

The Historical Reflection on Parker School Curriculum Innovation in American and the Implication of Experimental School Curriculum

本研究以 Parker 學校作為研究對象，透過歷史研究法，並輔以文獻分析，探討不同社會歷史脈絡下的 Parker 學校課程樣貌，及相關影響因素。本研究共分為三部分，第一部分針對 Parker 學校課程革新的四個時期，包括開拓的年代(1901-1932)、穩定的年代(1935-1965)、質疑進步教育的年代(1965-1995)，和朝向新千禧年的年代(1995至今)，探討進步主義教育理念在 Parker 學校的演變情形，及學校面對各種社會變遷所採取的因應作為。第二部分針對與 Parker 學校課程革新有關的重要議題進行分析，包括實驗學校課程的歷史樣貌、影響實驗學校課程永續發展的重要因素、Parker 學校實驗課程革新的後續影響，以及需要何種實驗學校課程發展等。第三部分則是根據上述分析結果，提出本研究結論及對實驗學校課程革新與研究的啟示。

The study aims to analyze the historical development of the experimental school curriculum under different sociocultural and historical contexts. It chooses Parker school as a research subject. The study mainly adopts historical method, with the assistance of literature analysis. There are three parts in this study. Firstly, The study discusses the curriculum innovation of Parker School within the four periods, which are the pioneering years (1901~1932), stabilizing years challenges to Progressive education (1965~1995), and toward the new Millennium (1995~2017), then explores the transformation of the idea of Progressive education under different social and historical context, and the strategies adopted by the school in the face of social changes. Secondly, the study analyzes the important issues related to the curriculum innovation of Parker school, such as the historical appearances of experimental school curriculum, the possibility of sustainable development of the experimental school curriculum, the effects following the curriculum innovation of Parker school, and what kind of experimental school curriculum development is needed. Finally, the study provides the conclusion and the suggestion for further studies of experimental school curriculum innovation basing on the research results.