Dewey為專題探究課程帶來的理論遺產

Dewey’s Theoretical Legacy to the Project-Based Curriculum

一般皆以Dewey的主張為專題探究課程的重要理論基礎之一，本文乃以其論著，配合有關文獻，闡述其為後世帶來的理論遺產。本文於前言之後，分別說明Dewey以經驗為本的課程論、以思考為本的探究論，以及其對專題計畫及有關事宜的提示。本文確認，雖然較早在美國倡導探究做法的並非Dewey，而是另有其人，但其有關主張確為專題探究課程奠定了深厚的學術基礎，並為其帶來了可觀的理論遺產。

In general, John Dewey’s proposition is considered as one of the important theoretical foundations of the project-based curriculum. This paper uses treatises and related documents to illustrate the theoretical legacy Dewey brought to future generations. After the foreword, this paper respectively explains Dewey’s experience-based curriculum theory, thinking-based inquiry theory, and his hints for projects and related matters. This paper acknowledges that although it was not Dewey but someone else who first implemented the inquiry method in the United States, his claims did provide a strong academic foundation and a substantial theoretical legacy for the inquiry-based curriculum.