發(fā)布時(shí)間：2018-05-06 15:54

  本文選題：美國(guó)語(yǔ)境 + 杜威教育思想��； 參考：《江南大學(xué)》2017年碩士論文

【摘要】：約翰·杜威作為教育思想巨擘,不僅在美國(guó)有著“孔子”般的地位;在中國(guó),尤其是中國(guó)的教育領(lǐng)域中也是十分重要的教育家。自五四運(yùn)動(dòng)時(shí)期訪華以來(lái),杜威就與中國(guó)教育結(jié)下了不解之緣。如今在美國(guó),杜威思想已不在臺(tái)前為人所景仰,更多的是融匯在國(guó)民生活中為美國(guó)教育釋放能量。本研究力圖通過(guò)探尋杜威教育思想在美國(guó)教育語(yǔ)境中的沉浮、演化軌跡,從美國(guó)的“本土”視角與立場(chǎng)突顯杜威思想的解讀和教育影響,以期為我國(guó)的杜威教育思想研究與教育變革得出啟示、借鑒。首先,本研究對(duì)中外有關(guān)杜威教育思想研究的文獻(xiàn)進(jìn)行了梳理。國(guó)內(nèi)對(duì)杜威教育思想的研究主要集中于教育理論、比較研究和對(duì)中國(guó)的影響和啟示三方面。國(guó)外對(duì)杜威教育思想的研究則體現(xiàn)了綜合性和跨界性兩方面特點(diǎn)。文獻(xiàn)收集與解讀的重點(diǎn)是美國(guó)本土對(duì)杜威教育思想的理論研究與實(shí)踐應(yīng)用。其次,從歷史的角度考察了美國(guó)教育與杜威教育思想之間的關(guān)系。杜威教育思想在美國(guó)經(jīng)歷了形成、沉寂、復(fù)興和發(fā)展時(shí)期。從進(jìn)步主義教育運(yùn)動(dòng)時(shí)期到60年代再到70年代,美國(guó)教育語(yǔ)境中杜威教育思想經(jīng)歷了形成、沉寂、復(fù)興的演化歷程。過(guò)渡到當(dāng)下的美國(guó)教育,從教育特點(diǎn)、學(xué)校體制、課程與教材、教師與教學(xué)等四方面對(duì)杜威教育思想的發(fā)展進(jìn)行了透視。最后,整合上述研究,對(duì)杜威教育思想與美國(guó)教育互動(dòng)的趨勢(shì)作了預(yù)測(cè)。以美國(guó)學(xué)者杜威研究的重心轉(zhuǎn)移為線索,將美國(guó)的杜威研究分為四個(gè)時(shí)期:20世紀(jì)初到30年代的起步階段、20世紀(jì)30年代到50年代的發(fā)展階段、20世紀(jì)60年代到70年代的平穩(wěn)階段以及20世紀(jì)80年代至今的深入階段。美國(guó)杜威研究百年來(lái)主要有以下幾個(gè)特點(diǎn):一是學(xué)科跨度大;二是有針對(duì)性;三是支持與批判共存。再次,美國(guó)學(xué)者、專家對(duì)杜威及其思想進(jìn)行的評(píng)價(jià)。當(dāng)中國(guó)極力崇拜杜威教育思想的同時(shí),美國(guó)本土對(duì)于杜威的評(píng)價(jià)也同樣值得重視。雖然美國(guó)學(xué)者對(duì)杜威的評(píng)價(jià)存在不同的聲音,但總體來(lái)說(shuō)杜威在美國(guó)學(xué)界地位依舊不可撼動(dòng)。其中的立場(chǎng)、視角、方法和評(píng)價(jià)等有助于我們?nèi)嬲J(rèn)識(shí)杜威及其教育思想。在上述基礎(chǔ)上,對(duì)美國(guó)課堂教學(xué)實(shí)錄系列紀(jì)錄片做了分析、評(píng)介。研究認(rèn)為,杜威的“從做中學(xué)”、“五步教學(xué)法”、兒童觀、教師觀等在當(dāng)下美國(guó)基礎(chǔ)教育中已融入深層機(jī)理。最后,本研究得出幾點(diǎn)結(jié)論。首先,對(duì)杜威教育思想在美國(guó)的發(fā)展的軌跡中發(fā)現(xiàn)杜威教育思想在美國(guó)教育中的地位依舊重要;杜威教育思想是發(fā)展著的、不斷完善的教育思想;杜威教育思想在將來(lái)的美國(guó)教育中仍能大放異彩。其次,對(duì)美國(guó)學(xué)者杜威教育思想研究的分析結(jié)論為:杜威教育思想在美國(guó)學(xué)者眼中永不失色;美國(guó)學(xué)者對(duì)杜威教育思想的研究隨杜威教育思想不斷發(fā)展。再次,對(duì)美國(guó)杜威整體評(píng)價(jià)概況的分析得出如下結(jié)論:杜威教育思想對(duì)教育、哲學(xué)、社會(huì)、政治等都有所影響;杜威是美國(guó)最重要的教育家之一。最后,對(duì)課堂教學(xué)實(shí)錄的分析得出以下結(jié)論:杜威教育思想對(duì)美國(guó)課堂的影響是絲絲滲入的;杜威教育思想中的許多觀點(diǎn)在百年后仍然適用。隨之本研究得出了幾點(diǎn)啟示。第一,杜威教育思想的解讀,要將其置于美國(guó)文化及其教育變革的大背景之中,不能簡(jiǎn)單地“以詞解詞”。要結(jié)合中國(guó)的教育實(shí)際做中國(guó)化的解讀。這有助于正確理解“從做中學(xué)”、“兒童中心”等經(jīng)典論述。第二,對(duì)一線教師來(lái)說(shuō),重新投入對(duì)杜威教育思想的學(xué)習(xí)十分有必要。要突破非此即彼的二元思維模式,進(jìn)行教師與學(xué)生、教與學(xué)之間關(guān)系的重構(gòu)。第三,對(duì)我國(guó)的杜威研究來(lái)說(shuō),應(yīng)注重“小概念”研究。在研究杜威的教育思想的時(shí)候?qū)Χ磐渌乃枷胍餐度敫嗟木?以此形成一個(gè)全面、立體的杜威。對(duì)于本研究的不足主要有:資料不夠豐富;分析不夠本土化;沒有親身經(jīng)歷過(guò)美國(guó)課堂。希望在今后的研究中能夠克服這些不足之處。
[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.

【學(xué)位授予單位】：江南大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G40-09

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