克伯屈設計教學法在中國的實驗之研究(1918-1930)

• Main Author: 吳天音
• Other Authors: 鄭玉卿
• Format: Others
• Language: zh-TW
• Published: 2012
• Online Access: http://ndltd.ncl.edu.tw/handle/59542754180904691124

碩士 === 臺北市立教育大學 === 教育學系碩士班 === 101 === The main purpose of this study is to clarify the relations between William H. Kilpatrick and Chinese modern education. We want to get more comprehensive and clearer understanding of relationship between Kilpatrick’s project method and modern education in China. Furthermore, we hope we could learn something from this investigation and to carry out our democratic education. Therefore, we tried to use the methods of historical review to excavate the effect of Kilpatrick’s project method in the experiments of China from 1918 to 1930. First of all, the related literatures of about this project during 1918-1930 in China were collected and sorted out and seven of the experiments were chosen as the cases studies. Second, we outlined William H. Kilpatrick’s life, the original thinking process of the project method, as well as investigated the principles of Kilpatrick’s project method. We also analyzed what is the meaning of this teaching method, how to teach and what are the roles of teachers. Third, we traced the background from the political, economic, social and educational perspective, to explore possible reasons why this method would be introduced into China. Finally, we analyzed the seven experimental models completely to sort out what happened in these cases. From the results of this study revealed that Kilpatrick’s project method became popular only after the May Fourth Movement and his supervisor-Dewey visited China, and named it as design approach teaching method. This teaching method not only introduced the reform of teaching but laid the foundation of democratic education. Furthermore, we tried to differentiate the differences between the original ideas and the seven experimental models in China from different aspects, including the educated, classroom equipment, teaching materials, teaching activities and the role of teachers. In summary, we found that the major differences between the original ideas of the method and practices in China were the teaching materials and teaching activities. For examples, the most suitable teaching process of Kilpatrick’s project method was to integrate the different classes into “Complete project method”, but the people in that time used “Departmental project method” or mixed other teaching method just for fit the circumstances in China. They could be caused by two reasons : (1) The practices in the experiments of China couldn’t exactly implement the William H. Kilpatrick’s ideas in the original teaching materials because of the Chinese experimental conditions and limitations in the existed education systems. (2) The teaching activities of the practices in the experiments of China had some misunderstandings and misusing the theory of Kilpatrick’s project method thoroughly. Consequently, the results from the practices of Kilpatrick’s project method did not meet the original expectations in China.