杜威《評價理論》在七年級童軍課程教科書之應用研究

Abstract

本研究旨在探討國中童軍課程的價值，近年來，由於臺灣升學導向的教學環境，童軍科在學校中常被邊緣化，導致部分未經歷正常教學的民眾對童軍課的學習內容及其價值產生疑問。因此研究者期望能以童軍科的角度出發，結合杜威的教育理念探討該科目的獨特之處與其價值，反思課程的意義並為後續改革方向提出建議。 本研究主要採用文獻分析法，以杜威著作、十二年國教課綱、國中童軍教科書以及相關學術研究，探討現行國中童軍課程，並以杜威的《評價理論》為主要分析架構。研究目的主要有以下四點：一、 探討杜威《評價理論》與國中童軍課程之核心內涵；二、 對照童軍課程教學實踐與杜威《評價理論》，分析兩者在價值觀形成與課程設計上的契合與差異；三、分析杜威《評價理論》在國中童軍科教科書中的應用；四、從杜威教育理念出發，提出強化童軍課程教育價值與實踐可行性的建議。 藉由現行課綱中三個版本的教科書內容與杜威教育著作分析童軍課程的價值。研究發現列述如下：一、童軍科的教學方法與杜威的教育觀點皆重視生活經驗與學習之間的連結；二、童軍科的教學方法與杜威的教育觀點皆重視學生在解決問題與人際相處上的實際經驗，並關注學生的價值形成；三、童軍科的教學方法與杜威的教育觀點皆重視情感在價值形成上的重要性，並透過各項活動與經驗培養學生的情感；四、童軍科的教學方法與杜威的教育觀點皆重視活動的連續性與交互作用。關鍵字：杜威、評價理論、童軍This study aims to explore the value of junior high school scouting courses. In recent years, due to Taiwan's exam-oriented education system, scouting has often been marginalized in schools, leading to questions from the public, particularly those without normal scouting education experience, regarding its learning content and value. Therefore, I hope to examine the unique aspects and value of scouting courses from their perspective, combining Dewey's educational philosophy, reflecting on the meaning of the curriculum, and providing suggestions for future reform directions. This research primarily employs literature analysis, and the main research purposes are as follows:1. To explore the core concepts of Dewey’s Theory of Valuation and the junior high school scouting curriculum.2. To compare the practical implementation of the scouting curriculum with Dewey’s Theory of Valuation, analyzing their alignment and differences in value formation and curriculum design.3. To analyze the application of Dewey’s Theory of Valuation in junior high school scouting textbooks.4. To propose feasible suggestions for enhancing the educational value and practical implementation of the scouting curriculum based on Dewey’s educational philosophy. The value of scouting courses is analyzed through the content of three textbook versions in the current curriculum guidelines and Dewey's educational works. The research findings are listed as follows: 1. The teaching methods of scouting courses and Dewey's educational viewpoints both emphasize the connection between life experience and learning. 2. The teaching methods of scouting courses and Dewey's educational viewpoints both emphasize students' practical experience in problem-solving and interpersonal interaction, and focus on the formation of students' values. 3. The teaching methods of scouting courses and Dewey's educational viewpoints both emphasize the importance of emotion in value formation and cultivate students' emotions through various activities and experiences. 4. The teaching methods of scouting courses and Dewey's educational viewpoints both emphasize the continuity and interaction of activities. Keywords: Dewey, Theory of Valuation, Scouting