評析德國教育學者P. Petersen（1884-1952）耶納計畫學校的理論與實踐   全文下載 更多文章

On P. Petersen’s (1884-1952) Theory and Practice of Jenaplan-School

本文旨在重估Petersen耶納計畫學校（Jenaplan Schule）的理論與實踐，做為當前臺灣偏鄉小校進行教育改革之借鏡。本文運用詮釋學的研究方法，對耶納計畫學校之背景、理論與實踐內涵進行描述、釐清與批判。耶納計畫學校重視學生的社會性學習、強調混齡教學、改革一週學習計畫的教育原則仍然延續至今。在目前臺灣偏鄉小校的學生面臨人際互動不足、學習動機較弱，以及基本學科能力不足等困境之際，耶納計畫學校在此脈絡下恰可凸顯其適用性。研究者建議以偏鄉小校做為教育實驗的基地，以混齡的討論小組為核心，首先發展學校家庭化的模式，加強學生的社會性學習；其次，發展混齡教學；最後，提供彈性而多樣化的課程類型，以跨學科的主題式探究課程激勵學生的學習動機；並附加基礎、入學與練習課程，加強學生學科程度，提升偏鄉孩童之基本學力。

The article aims to articulate a critique and a reassessment of P. Petersen’s theory, and by doing so to provide an alternative model as well as a new way in thinking about Taiwan’s school education reform in remote areas. I first give a hermeneutic account of Petersen’s theory and practice in terms of Taiwan’s school education reform debate and further explore what Petersen’s Jenaplan can contribute to it. It shows that Jenaplan’s ideas of learning in community life, mixed-age class teaching and weekly work schedule turn out to be most promising for Taiwan’s situation regarding the common features of lower general scholastic abilities, learning motivation and social interaction of pupils in Taiwan’s remote areas in comparison to those in urban areas. The article accordingly suggests that we can initiate in remote areas a new program which, according to the above-mentioned ideas, educates pupils in such a manner that schooling is integrated with community life and interdisciplinary, multiple and flexible learning environment, and such integration can really benefits those with special educational needs.