實驗教育之精進：由法國教育學家R.Cousinet的新教育思想分析

An Analysis on the Improvement of the Experimental Education from the Perspective of French Pedagogue R. Cousinet’ s New Education Thoughts

2014年臺灣通過了「實驗教育三法」，臺灣的實驗教育進入一個嶄新的紀元。而要維繫這樣的教育藍天，每一個教育工作者都得不斷地「精進」實驗教育的各個層面。本研究透過分析法國當代最重要的教育學家之一，R. Cousinet的教育學思想，提出此一「精進」所必須注意的層面。Cousinet指出，實踐新教育與實驗教育的教師，在碰到困境時，有可能會無意識地讓傳統教育的陋習與弊病悄悄地再次出現。Cousinet對於新教育與實驗教育的教師圖像，有助於每一個欲實踐新教育與實驗教育的教師們，能夠時時檢視自己，是否有好好地掌握學習與教學的核心意義。因此，與其說是要鉅細靡遺地畫出此一「教師」的樣貌，Cousinet對於這樣的教師圖像，勾勒的毋寧是每個教育參與者，他們生活與學習的歷程與方式。

In 2014, Taiwan passed the “three-type acts of experimental education”, which marks that the experimental education of Taiwan has entered a brand new era. In order to maintain such a hopeful educational prospect, each educational worker must continuously “improve” all aspects of experimental education. This study analyzes one of the most important educational scholars in contemporary, Roger Cousinet’s pedagogic thoughts to illuminate what should be highly considered in all aspects of the “improvement”. Cousinet points out that teachers who are practicing new education or experimental education may unconsciously let drawbacks of traditional education appear again when confronting predicaments. Cousinet’s concepts of teachers of new education and experimental education are beneficial to each teacher who is willing to practice new education and experimental education to assure the meaning of always examining themselves whether to control the core of learning and teaching or not. Therefore, instead of asking to draw a picture of “teachers,” for Cousinet, he would rather capture each participant of education’s process and their ways of living and learning.