1922年中國新學制的社會效率思維探析

A Revisit on Characteristics of American Social Efficiency Research Paradigm Applied in China for the New School System in 1922

歷來由於缺少以美國進步主義教育之社會效率派做為分析角度，以致忽略中國1922年新學制，其實深為該典範所銘刻。本文透過廖世承、杜佐周、艾偉、陳選善與王鳳喈等五位留美教育心理學者，依其著作文本、在美就學成績與修課記錄、博士論文等史料，說明他們的美國教育心理學背景，在返國後成為社會效率派強而有力的知識轉移載體，進而對中國新學制之科學化、經濟化與效率化產生深刻影響。在科學化部分，他們進行學科心理學實驗、創立實驗學校與發展心理測驗。在經濟化與效率化部分，他們參與6－3－3學制、綜合中學、普通與職業課程分軌、科學化制訂課程、能力分班、職業指導。結果發現，一般以為影響中國新學制精神很深的杜威或兒童中心派，其影響可能只停留在表淺層次；真正獲得全面勝利的很可能是其對立陣營，即五位學者所代表的80%留美教育學者所學之社會效率派。

The Chinese educational system set up in the 1920s has not been well understood, due to the lack of examination from the “Social Efficiency” perspective of American Progressive Education. This study analyzed several first-hand historical materials such as the articles, school grades and course records, and dissertations of the five educational psychologists who obtained their doctoral degrees from the United States: Liao Shicheng, Du Zuozhou, Ai Wei, Chen Xuanshan, and Wang Fengqie. The philosophy of Social Efficiency brought back by them had an immense impact on the scientific, economic, and efficient influences on modern Chinese education. In the scientific part of education, they conducted psychological experiments on school subjects, established experimental schools, promoted teaching experiments, and developed psychological tests. From the standpoint of educational economics and efficiency, these scholars participated in or advocated a 6-3-3 school system, comprehensive middle school, general and vocational tracked courses, scientific formulation of curriculum, ability placement, and vocational guidance. It is found that the role of Dewey or Children-center-ism may only be at the level of slogan rhetoric. The real victory, ever since then and till now, might be in its rival camp, which is the Social Efficiency School as more than 80% of the scholars in China and later in Taiwan have mastered their education through studying abroad.