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| 從民國初年之實用主義與哲學課程重探「問題導向學習」：「以胡適《中國哲學史大綱》之問題意識與課程意義為考察核心 |
| Rethinking Problem-Based Learning through Early Republican Pragmatism and Philosophy Education: Hu Shih’s Problem Consciousness and the Curricular Significance of Outline of the History of Chinese Philosophy |
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| 作者 |
何儒育 |
| Author |
Ju-Yu Ho |
| 關鍵詞 |
問題導向學習、
108 課綱、
杜威、
胡適、
中國哲學史、
知識共構
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| Keywords |
problem-based learning,
12-Year Basic Education Curriculum Guidelines,
John Dewey,
Hu Shih,
history of Chinese philosophy,
knowledge co-construction
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| 摘要 |
本文以〈十二年國民基本教育課程綱要〉所強調之問題探究、跨域統整與公共參與為出發點，重新考察「問題導向學習」在民國初年教育思想與中國哲學課程中的歷史脈絡。本文並不主張當代制度化的問題導向學習可直接回溯至民國初年，而是指出「問題」作為組織知識、訓練方法、啟動判斷與連結公共生活的教學樞紐，早已在杜威實用主義教育哲學與胡適《中國哲學史大綱》的課程設計中展現其思想伏流。首先，本文由杜威對「真正問題」與學習經驗之討論，說明問題導向學習並非單純的教學技術，而關乎學習者如何在生活情境中發現疑難、組織知識並形成反思能力。其次，本文分析胡適如何以「人生切要的問題」界定哲學，並藉由史料考辨、概念分析與思想史重構，使中國哲學史課程成為一種以問題組織知識的教學實踐。最後，本文以傅斯年相關論述為例，說明學生如何內化胡適所提供的方法工具，進而回應現代知識分類與公共生活之問題。本文認為，重返民國初年中國哲學課程中的問題意識，有助於深化當代問題導向學習的歷史縱深與人文教育意義。 |
| Abstract |
Beginning with the emphasis on inquiry, interdisciplinary integration, and public participation in Taiwan’s 12-Year Basic Education Curriculum Guidelines, this article reexamines the historical context of problem-based learning in early Republican educational thought and Chinese philosophy education. It does not argue that contemporary institutionalized problem-based learning can be directly traced back to the early Republican period. Rather, it suggests that the “problem” had already served as a pedagogical pivot for organizing knowledge, providing methodological training, initiating judgment, and connecting learning with public life in John Dewey’s pragmatist educational philosophy and Hu Shih’s Outline of the History of Chinese Philosophy. First, by discussing Dewey’s idea of “genuine problems” and learning experience, the article shows that problem-based learning is not merely a teaching technique, but a way for learners to identify difficulties in lived situations, organize knowledge, and develop reflective capacity. Second, it analyzes how Hu Shih defined philosophy through “vital problems of human life” and transformed the history of Chinese philosophy into a problem-centered pedagogical practice through textual criticism, conceptual analysis, and intellectual-historical reconstruction. Finally, by examining Fu Ssu-nien’s writings, the article shows how students internalized Hu Shih’s methodological tools and used them to respond to modern issues of knowledge classification and public life. This article argues that returning to the problem consciousness in early Republican Chinese philosophy education can deepen the historical perspective and humanistic significance of contemporary problem-based learning. |
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