兒童中心學說的傳入與展開
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Date
2010-06-??
Authors
祝若穎
Jo-Ying Chu
Journal Title
Journal ISSN
Volume Title
Publisher
國立台灣師範大學教育學系
Department od Education, NTNU
Department od Education, NTNU
Abstract
本文以兒童中心學說為主軸，首先說明該思想如何傳入日本及其對道德教育的影響。日本於大正期間，自由主義及兒童中心學說之思想盛行。約1928 至1941 年，該思想於臺灣教育界謂為風潮。本文以公學校修身書及教學法做為分析對象，探究該思想的實際展現情形，顯示修身書較能以兒童的立場來編賽，並出現較多社會倫理及近代市民的素材。教學法上也多有現代進步的元素，如重視個別差異與直觀教學等，上述意義為該學說引進當時臺灣的發展與落實。從該思想傳播途徑與轉變內涵來看，傳至日本是一重轉變，臺灣則是二重轉變。兒童中心學說在殖民地教育僅是取其方法表面上之改良，不能深化於教育本質，亦無法擺脫日本天皇的道德權威地位。然而在僵化體制下，教學法與教師角色如一股活泉般，展現出教育的韌性與能動性。
Based on the idea of child-centeredness, this article illustrated how it was introduced into Japan and its impact on moral education. During the Tai-Shou (大正) era in Japan, liberalism and child-centeredness prevailed in Japan. They came into vogue in educational circles from 1928 to 1941 in Taiwan. This article investigated such phenomenon through analyzing the moral textbooks and pedagogy used by contemporary common schools. It showed that moral textbooks could be written from children's standpoint and include more social morality. There was a great deal of modem progress made in pedagogy, such as emphasizing individual differences among students. Child-centeredness seemed to the develop and strengthen in Taiwan during that time. Throughout the introduction and transformation of this idea, the first transformation occurred in Japan, and the second inTaiwan. The adoption of child-centeredness only made superficial improvements in the colonial education system. However, even under such rigid systems, the pedagogy and the role of teachers were like a vital spring that demonstrated the toughness and adaptability of education.
Based on the idea of child-centeredness, this article illustrated how it was introduced into Japan and its impact on moral education. During the Tai-Shou (大正) era in Japan, liberalism and child-centeredness prevailed in Japan. They came into vogue in educational circles from 1928 to 1941 in Taiwan. This article investigated such phenomenon through analyzing the moral textbooks and pedagogy used by contemporary common schools. It showed that moral textbooks could be written from children's standpoint and include more social morality. There was a great deal of modem progress made in pedagogy, such as emphasizing individual differences among students. Child-centeredness seemed to the develop and strengthen in Taiwan during that time. Throughout the introduction and transformation of this idea, the first transformation occurred in Japan, and the second inTaiwan. The adoption of child-centeredness only made superficial improvements in the colonial education system. However, even under such rigid systems, the pedagogy and the role of teachers were like a vital spring that demonstrated the toughness and adaptability of education.