Theory and Practice of Curriculum in John Dewey’s Laboratory School
This study aims at analyzing the theory and practice of curriculum in Dewey School (1896-1904) using the historical and philosophical research method in the field of curriculum. Firstly, John Dewey’s theory of experience is discussed, and his theory of curriculum orientation, with emphasis not only on society, but also on learner and knowledge is explained. Then the theory and practice of curriculum in Dewey School is elaborated. Finally the perspective of curriculum in Dewey School is analyzed in the context of curriculum history. It is discovered that the main problem which Dewey faced in the curriculum experiment was to find subject-matter that reflected the aforesaid three dimensions of curriculum orientation. He solved the problem by applying the sources of curriculum in the typical social activities especially called social occupations. Besides, the coherence of his curriculum theory from the beginning of his school practice till long time after indicates that his curriculum theory enriched practice and vice versa. No matter whether Dewey’s curriculum theory was fully understood or accepted by others, the spirit in the curriculum experiment which he set before is valuable, classic and immortal.
|關鍵詞||杜威實驗學校、課程史、課程理念、課程實驗、Dewey School、curriculum history、curriculum theory、curriculum experiment|