鼓舞作興：日治初期公學校的實物教學

Fostering Interests: Object Teaching in Taiwan Public Schools During the Japanese Colonial Period

研究目的
本文旨在探討日治初期實物教學（object teaching）導入臺灣公學校後的推廣、修正、發酵歷程及其影響。
研究設計／方法／取徑
本研究採用歷史研究法，以文獻分析為主。本文的史料來源大致為當時在日本出版的教學法書籍，以及臺灣教育會發行的《臺灣教育會雜誌》，此雜誌和當時日本文部省發行的《文部省雜誌》、《文部省教育雜誌》類同，具有指導學校教育的任務。
研究發現或結論
日本小學校的教學內容係以科目為中心，由於未設置實物科，因此實物教學遂成為科目使用的教學法之一，而其在教學實踐的過程中，也出現如問答教學的修正。日本統治臺灣之後，在國語傳習所與公學校初創時期，其教育主旨在於普及日語，而實物教學成為語言教學的輔助方法。在日本和臺灣有關實物教學的議論與實踐上，雖未出現「裴氏教學」的專有名稱，但由於臺灣公學校的教則規定係效仿自日本小學校，可以理解實物教學和直觀教學均受到裴斯塔洛齊教學思想的影響。在明治時期公學校的實物教學敘述中，除了搭配問答教學外，亦建議理科內容的教學應採用實物教學，並應涵蓋實驗現象的觀察，實物教學與直觀教學之間逐漸形成緊密的連結。
研究原創性／價值
日治時期臺灣的公學校是迥異於傳統書塾的新式教育，實物教學亦是與傳統注入記誦教學有別的教學法，觀察新舊教學法的過渡與轉化，是為本研究具價值之處。
教育政策建議與應用
在現今的教育現場，實物教學和直觀教學仍是常使用的教學方法，其原理在於讓兒童親眼目睹實物，接觸真實的世界，以驗證教科書所述，這是傳統的儒家書塾教育所無。在當今虛擬與AI教學風潮下，眼見為憑的實物教學實有其必要性。

Research Purpose
This study aims to explore the promotion, modification, and development processes of“Object Teaching”following its introduction into public schools in Taiwan during the early Japanese colonial period, as well as its subsequent impact.
Research Design/Method/Approach
This study employs historical research methods, primarily utilizing documentary analysis. Primary historical sources include pedagogical books published in Japan during the period and the Magazine of the Taiwan Education Association published by the Taiwan Education Association. The latter functioned similarly to the Magazine of the Ministry of Education and the Educational Magazine of the Ministry of Education in Japan, fulfilling the role of guiding school education.
Research Findings or Conclusions
When the curriculum of Japanese elementary schools was subject-centered, the lack of a specific“Object Lessons”subject meant that Object Teaching was adopted as a pedagogical method across various subjects. In practice, this underwent modifications, such as the incorporation of the question-and-answer method. Following the establishment of Japanese rule in Taiwan, during the initial period of the National Language Training Institutes and public schools, the primary educational goal was the dissemination of the Japanese language; consequently, Object Teaching served as an auxiliary method for language instruction. Although the specific term“Pestalozzian teaching”was not explicitly used in discussions and practices in both Japan and Taiwan—as Taiwan’s public school regulations were modeled after those of Japan—it was understood that both Object Teaching and Intuitional Instruction were influenced by Pestalozzian pedagogy. Narratives regarding Object Teaching in Meiji-era public schools suggest that, in addition to being paired with the question-and-answer method, it was recommended for science education. This included the observation of experimental phenomena, thereby establishing a close relationship between Object Teaching and Intuitional Instruction.
Research Originality/Value
Public schools in Taiwan during the Japanese colonial period represented a modern form of education, distinct from traditional private academies (Shushu). Object Teaching differed significantly from traditional methods of rote memorization and didactic instillation. The value of this study lies in its observation of the transition and transformation between these old and new pedagogical methods.
Educational Policy Recommendations and Applications
Object Teaching and Intuitional Instruction remain relevant pedagogical methods in contemporary educational settings. Their underlying principle—allowing children to witness real objects first-hand, engage with the real world, and verify textbook content—stands in contrast to traditional Confucian academy education. Amidst the current trends of virtual and AI-driven instruction, the necessity of Object Teaching, which emphasizes the maxim that“seeing is believing,”remains significant.