美国语境中杜威教育思想研究：沉浮与演进

发布时间：2018-05-06 15:54

本文选题：美国语境 + 杜威教育思想　；参考：《江南大学》2017年硕士论文

【摘要】：约翰·杜威作为教育思想巨擘,不仅在美国有着“孔子”般的地位;在中国,尤其是中国的教育领域中也是十分重要的教育家。自五四运动时期访华以来,杜威就与中国教育结下了不解之缘。如今在美国,杜威思想已不在台前为人所景仰,更多的是融汇在国民生活中为美国教育释放能量。本研究力图通过探寻杜威教育思想在美国教育语境中的沉浮、演化轨迹,从美国的“本土”视角与立场突显杜威思想的解读和教育影响,以期为我国的杜威教育思想研究与教育变革得出启示、借鉴。首先,本研究对中外有关杜威教育思想研究的文献进行了梳理。国内对杜威教育思想的研究主要集中于教育理论、比较研究和对中国的影响和启示三方面。国外对杜威教育思想的研究则体现了综合性和跨界性两方面特点。文献收集与解读的重点是美国本土对杜威教育思想的理论研究与实践应用。其次,从历史的角度考察了美国教育与杜威教育思想之间的关系。杜威教育思想在美国经历了形成、沉寂、复兴和发展时期。从进步主义教育运动时期到60年代再到70年代,美国教育语境中杜威教育思想经历了形成、沉寂、复兴的演化历程。过渡到当下的美国教育,从教育特点、学校体制、课程与教材、教师与教学等四方面对杜威教育思想的发展进行了透视。最后,整合上述研究,对杜威教育思想与美国教育互动的趋势作了预测。以美国学者杜威研究的重心转移为线索,将美国的杜威研究分为四个时期:20世纪初到30年代的起步阶段、20世纪30年代到50年代的发展阶段、20世纪60年代到70年代的平稳阶段以及20世纪80年代至今的深入阶段。美国杜威研究百年来主要有以下几个特点:一是学科跨度大;二是有针对性;三是支持与批判共存。再次,美国学者、专家对杜威及其思想进行的评价。当中国极力崇拜杜威教育思想的同时,美国本土对于杜威的评价也同样值得重视。虽然美国学者对杜威的评价存在不同的声音,但总体来说杜威在美国学界地位依旧不可撼动。其中的立场、视角、方法和评价等有助于我们全面认识杜威及其教育思想。在上述基础上,对美国课堂教学实录系列纪录片做了分析、评介。研究认为,杜威的“从做中学”、“五步教学法”、儿童观、教师观等在当下美国基础教育中已融入深层机理。最后,本研究得出几点结论。首先,对杜威教育思想在美国的发展的轨迹中发现杜威教育思想在美国教育中的地位依旧重要;杜威教育思想是发展着的、不断完善的教育思想;杜威教育思想在将来的美国教育中仍能大放异彩。其次,对美国学者杜威教育思想研究的分析结论为:杜威教育思想在美国学者眼中永不失色;美国学者对杜威教育思想的研究随杜威教育思想不断发展。再次,对美国杜威整体评价概况的分析得出如下结论:杜威教育思想对教育、哲学、社会、政治等都有所影响;杜威是美国最重要的教育家之一。最后,对课堂教学实录的分析得出以下结论:杜威教育思想对美国课堂的影响是丝丝渗入的;杜威教育思想中的许多观点在百年后仍然适用。随之本研究得出了几点启示。第一,杜威教育思想的解读,要将其置于美国文化及其教育变革的大背景之中,不能简单地“以词解词”。要结合中国的教育实际做中国化的解读。这有助于正确理解“从做中学”、“儿童中心”等经典论述。第二,对一线教师来说,重新投入对杜威教育思想的学习十分有必要。要突破非此即彼的二元思维模式,进行教师与学生、教与学之间关系的重构。第三,对我国的杜威研究来说,应注重“小概念”研究。在研究杜威的教育思想的时候对杜威其他的思想也投入更多的精力,以此形成一个全面、立体的杜威。对于本研究的不足主要有:资料不够丰富;分析不够本土化;没有亲身经历过美国课堂。希望在今后的研究中能够克服这些不足之处。
[Abstract]:As an educational giant, John Dewey not only has a "Confucius" status in the United States; it is also a very important educator in China, especially in the field of education in China. Since his visit to China during the 54 Movement period, Dewey has been indissoluble with Chinese education. Now, in the United States, Dewey's thought is not admired in front of the table. More is the release of energy for American education in the national life. This study tries to explore the evolution of Dewey's educational thought in the context of American education, and to highlight the interpretation and educational influence of Dewey thought from the "native" perspective and position of the United States, with a view to the reform of Dewey's educational thought and education in our country. First, this study combs the literature about Dewey's educational thought in China and foreign countries. The domestic research on Dewey's educational thought mainly concentrates on the educational theory, the comparative study and the influence and Enlightenment to China in three aspects. The study of Dewey's educational thought in foreign countries embodies the two aspects of the comprehensive and transboundary characteristics. The focus of literature collection and interpretation is the theoretical and practical application of Native American education to Dewey's educational thought. Secondly, the relationship between American education and Dewey's educational thought is examined from a historical point of view. Dewey's educational thought has experienced the formation, silence, revival and development period in the United States, from the period of progressive education to 60s. By 70s, Dewey's educational thought in the context of American education has undergone a process of formation, silence and revival. The transition to the present American education has been viewed from the characteristics of education, school system, curriculum and teaching materials, and the development of Dewey's educational thought by the teachers and teaching parties. Finally, the above research is integrated to Dewey's educational thought and beauty. The trend of national education interaction is predicted. Taking the center of gravity of the American scholar Dewey's research as a clue, the American Dewey study is divided into four periods: the beginning of twentieth Century to 30s, the development stage from 1930s to 50s, the stage of 1960s to 70s and the deep stage of 1980s. In the past hundred years, Dewey studies in the United States have the following characteristics: one is the large span of the subject; two is pertinent; the three is the coexistence of support and criticism. Again, the evaluation of Dewey and his thoughts by American scholars and experts. While China strongly worships Dewey's educational thought, the evaluation of Dewey in the United States is also worth paying attention to. There are different voices in the evaluation of Dewey by American scholars, but generally speaking, Dewey's status in American academic circles is still not shaken. The position, perspective, method and evaluation of the American scholars will help us to fully understand Dewey and his educational thoughts. On the basis of the above, we have analyzed and reviewed the documentary series of documentary films in the United States. Dewey's "from doing middle school", "five step teaching method", "children's view" and "teacher outlook" have been integrated into the deep mechanism in the current American basic education. Finally, this study draws a few conclusions. First, it is found that the position of Dewey's educational thought in American education is still important in the development of Dewey's educational thought in the United States; Dewey education thought is still important. In the future, Dewey's educational thought can still be brilliant. Secondly, the analysis of the study of American scholar Dewey's educational thought is that Dewey's educational thought never loses its color in the eyes of American scholars; the study of Dewey's educational thought by American scholars follows Dewey's educational thought constantly. Thirdly, the analysis of the overall evaluation of Dewey in the United States draws the following conclusions: Dewey's educational thought has some influence on education, philosophy, society and politics. Dewey is one of the most important educationists in the United States. Finally, the following conclusions are drawn from the analysis of classroom teaching. The influence of Dewey's Educational Thought on American classroom is silk infiltration. A number of views in Dewey's educational thought are still applicable after a hundred years. With this study, some inspirations are drawn. First, the interpretation of Dewey's educational thought should be placed in the background of American culture and educational reform. It can not be simply "word solution". It is helpful to combine Chinese education with the Chinese education practice. The correct understanding of "from doing middle school", "children's center" and other classical treatise. Second, it is necessary for the first line teachers to reinvest in the study of Dewey's educational thought. We should break through the two yuan thinking mode, carry out the restructure of the relationship between teachers and students, and between teaching and learning. Third, we should pay attention to the study of Dewey in China. "Small concept" research. When studying Dewey's educational ideas, he also devoted more energy to Dewey's other ideas to form a comprehensive and three-dimensional Dewey. The main shortcomings of this study are: insufficient data, lack of localization, and no personal experience in American classrooms. We hope to overcome this in future research. Some inadequacies.

【学位授予单位】：江南大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G40-09

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