概念的定義、形成與作用：Dewey的觀點

On the Definition, Formation and Functions of Concepts: Dewey’s Thoughts

以概念為本、著重理解與思考的課程與教學，似成為近年不少教師戮力以赴，冀求帶動各級學校學生獲致有意義學習的作法之一。長期以來，關注Dewey思想的筆者，乃以其有關論著為據撰成本文藉附驥尾。本文先述及概念的定義，指出事物既經理解而確認其意義，即由觀念轉變而成概念；次言概念的形成，於說明概念並非自現成對象提取共同特徵而形成後，論及概念源於經驗，並因使用而確定且具普遍性；至於概念的作用，則除使我們能進行概括，進而標準化我們的知識，並能幫助我們辨識未知的事物，使我們已經感知之尚不完備的知識得到補充。於探討Dewey有關概念的定義、形成與作用之主張後，本文進而敘明教育的義蘊，呼籲我等除當掌握概念的意義，發揮概念的作用，確保理智的積累，更應力求避免概念硬化與軟化的負面作法。最後則以素養導向新課綱必然重視概念為本課程與教學做為結語。

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.