本研究旨在探討Dewey評價理論及其在教育上之蘊義，將Dewey之價值哲學思想做深入之分析，據以提出改善教育理論與實踐的建議。具體而言，本研究之目的如下：
一、 探究Dewey的評價理論思想形成之根源。
二、 分析Dewey評價理論的思想內涵。
三、 比較Dewey評價理論思想與情緒論之主張，以突顯Dewey評價理論思想之價值。
四、 綜合前述研究結果，探究Dewey的評價理論思想在價值教育之蘊義並提出建議。
根據前述之目的，本研究探討Dewey有關價值思想之著作並將Dewey之價值思想與情緒論者A. J. Ayer及C. L. Stevenson之思想作比較，得出之研究結論如下：
一、 Dewey評價理論之思想基礎為經驗自然主義
二、 Dewey評價理論注重行（實踐）的重要
三、 Dewey評價理論重視評價歷程的連續性
四、 Dewey評價理論主張變通的重要
根據以上之結論，本研究爰提供以下建議，以作為建構合宜教育理論及可行教育實踐之參考：
一、 學校教育應更重視行的重要
二、 增加價值及道德教育的經驗課程內涵
三、 兼重理智及情緒在教育中的價值

This study aims at exploring Dewey’s perspective on theory of valuation and its implications for education, analyzing his philosophy of value, and proposing suggestions for the theory and practice of education according to the results. Specifically, the goals of this study are:
1. To investigate the source Dewey’s of thinking on theory of valuation.
2. To analyze the content of Dewey’s thinking on theory of valuation.
3. To compare Dewey’s perspective on theory of valuation with theory of emotion.
4. To gather implications for education from Dewey’s perspective on theory of valuation.
To achieve the goals, the research probes into Dewey’s works about value and compares Dewey’s thinking with A. J. Ayer’s and C. L. Stevenson’s. Research results are as follows:
1. The foundation of Dewey’s thinking on theory of valuation is based upon his empirical naturalism.
2. Dewey’s thinking on theory of valuation appraises and pays attention to the importance of the conduct ( practice).
3. Dewey’s thinking on theory of valuation appraises the continuity of evaluation.
4. Dewey’s thinking on theory of valuation appraises the importance of making changes and adjustments according to specific conditions.
According to the conclusions above, following suggestions are raised:
1. The importance of the conduct should be emphasized by schools even more.
2. The experience curriculum of value education and moral education should be added.
3. The value of intelligence and emotion should both be cherished.

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