On the Definition, Formation and Functions of Concepts: Dewey’s Thoughts
The concept-based curriculum and instruction that emphasizes understanding and thinking seems to be one of the tasks that many teachers who have been working hard in recent years to seek to promote meaningful learning among students at all levels. To echo their effort, the author, who has long been involved in studying Dewey’s thoughts, decided to write this paper based mainly on Dewey’s work. This paper first describes the definition of concepts, pointing out that objects are recognized by their understanding, that is, ideas are transformed into concepts; Secondly, it explains that concepts are not formed by extracting common traits from ready-made objects, and that they begin with experiences and become more definite with use; Thirdly, as for the functions of concepts, in addition to enabling us to generalize and standardize our knowledge, it is pointed out that concepts can help us identify the unknown, and supplement the sensibly present. Then, the article expresses the significance of education in the conclusion, and calls on us to grasp the meaning of the concept and to expound the functions of the concept in order to ensure the accumulation of reason, and to avoid the negative practices of concept hardening and softening. Finally, the article concludes by pointing out that concept-based curriculum and instruction must be the emphasis of the New Curriculum under implementation.
|關鍵詞||思考、理解、概念、課程與教學、thinking、understanding、concept、curriculum and instruction|