【摘要】：19世紀(jì)中葉,德國教育家福祿培爾的幼兒園教育思想及幼兒園機(jī)構(gòu)傳入進(jìn)美國。在隨后半個(gè)世紀(jì)中,美國社會(huì)開始了極具歷史意義的轉(zhuǎn)型,工業(yè)飛速發(fā)展,移民逐漸增多,民主社會(huì)的建立和民族融合的需要都對教育提出了新的要求,尤其是幼兒教育,因?yàn)樗慕逃挲g對象是最容易受到影響的幼兒。除了社會(huì)客觀需要以外,也有一些幼兒教育工作者在理論上不斷探索,試圖改變福祿培爾原始的幼兒園思想以適應(yīng)美國本土文化,使得福祿培爾主義幼兒園在美國的發(fā)展過程中不斷轉(zhuǎn)變,最終成為美國化幼兒園。本論文以福祿培爾主義思想在美國幼兒園界歷史地位的變遷為內(nèi)在主線,系統(tǒng)梳理從19世紀(jì)50年代到20世紀(jì)20年代的美國幼兒園運(yùn)動(dòng),并對其發(fā)展轉(zhuǎn)變進(jìn)行總結(jié)與分析。 論文共分四個(gè)部分。第一部分介紹了幼兒園在傳入之前美國的幼兒教育狀況,為整篇論文提供了一個(gè)大背景。第二部分主要描述了幼兒園在美國的傳入過程,美國第一所幼兒園和第一批幼兒園的建立情況和影響。第三部分以福祿培爾主義思想在美國幼兒園中的歷史地位為主線,分三個(gè)時(shí)期闡述了從19世紀(jì)60年代到20世紀(jì)20年代之間美國幼兒園的發(fā)展情況。其中,以皮博迪和比洛為代表的初期,是福祿培爾主義思想在幼兒園中占主導(dǎo)地位的時(shí)期;之后,以慈善幼兒園為標(biāo)志,福祿培爾主義在幼兒園實(shí)踐中遇到了更多的現(xiàn)實(shí)問題,受到了多方面質(zhì)疑,同時(shí),霍爾的兒童研究,使得美國教育界開始挑戰(zhàn)福祿培爾思想,其在幼兒園教育理論中的主導(dǎo)地位開始動(dòng)搖,只是還沒有新的理論將其徹底取代;到了19世紀(jì)末20世紀(jì)初,進(jìn)步主義、實(shí)用主義成為了美國教育學(xué)界的主流,以杜威為代表的教育家開始對福祿培爾的思想進(jìn)行徹底地顛覆,并在其基礎(chǔ)上建立了自己的幼兒教育理論。至此,福祿培爾主義思想在美國幼兒教育界的主導(dǎo)地位徹底喪失。第四部分則主要總結(jié)了19世紀(jì)50年代到20世紀(jì)20年代,這70年中美國幼兒園實(shí)現(xiàn)了哪些轉(zhuǎn)變,并同時(shí)分析其原因。文中著重從美國社會(huì)轉(zhuǎn)型的時(shí)代背景、美國本土教育理論的迅速發(fā)展、幼兒教育協(xié)會(huì)的推動(dòng)和影響等幾個(gè)方面進(jìn)行分析。 對面臨幼兒教育本土化的中國來說,美國幼兒園運(yùn)動(dòng)問題的探討具有重要的借鑒意義。本論文期望探討美國幼兒教育的最初發(fā)展和轉(zhuǎn)變,能有助于豐富我國幼兒教育經(jīng)驗(yàn),引發(fā)我國幼兒教育理論者對影響幼兒教育因素的深度思考。同時(shí)對這方面問題的系統(tǒng)考察進(jìn)一步促進(jìn)外國教育史的學(xué)科建設(shè),拓展這方面的研究。
[Abstract]:In the middle of the 19 th century, German educator Frouber's kindergarten education thought and kindergarten institutions were introduced into the United States. In the following half century, American society began a transformation of great historical significance. The rapid development of industry, the increasing number of immigrants, the establishment of a democratic society and the need for ethnic integration all put forward new requirements for education, especially early childhood education. Because its education age is the most vulnerable young children. In addition to the objective needs of society, there are also some early childhood educators who continue to explore in theory, trying to change Froubel's original kindergarten ideas to adapt to the native American culture. In the process of the development of Froubelian kindergarten in the United States, it changed constantly and finally became the American kindergarten. Taking the historical position of Frombelian thought in American kindergarten as the main line, this thesis systematically combs the American kindergarten movement from the 1850s to the 1920s, and summarizes and analyzes its development and transformation. The thesis is divided into four parts. The first part introduces the status of preschool education in the United States before the introduction of kindergartens, which provides a background for the whole thesis. The second part mainly describes the introduction of kindergartens in the United States, the establishment of the first kindergarten and the first group of kindergartens and the impact. The third part, taking the historical position of Froubelian thought in American kindergartens as the main line, expounds the development of American kindergartens from the 1860s to the 1920s. Among them, the initial period represented by Peabody and Biro was the dominant period of Frombelian thought in kindergarten. Later, with charitable kindergartens as the symbol, Frombelian encountered more practical problems in kindergarten practice and was questioned in many ways. At the same time, Hall's study of children made the American education community begin to challenge Froubels thought. Its dominant position in kindergarten education theory began to waver, but there is no new theory to replace it completely; By the end of the 19th century and the beginning of the 20th century, progressionism and pragmatism had become the mainstream of American educational circles. Dewey's educationists began to subvert Froubels' thoughts. And on the basis of its own theory of early childhood education. At this point, Froubelian ideology in the United States the leading position of early childhood education completely lost. The fourth part summarizes the changes of American kindergartens from the 1850s to the 1920s, and analyzes the reasons. This paper focuses on the background of American social transformation, the rapid development of American native education theory, the promotion and influence of the Association of early Childhood Education and so on. For China, which is facing the localization of preschool education, the discussion of American Kindergarten Movement is of great significance. This paper hopes to discuss the initial development and transformation of American early childhood education, which can help to enrich the experience of early childhood education in our country, and lead the theorists of early childhood education to think deeply about the factors that affect the early childhood education. At the same time, the systematic investigation of this problem further promotes the discipline construction of the history of education in foreign countries and expands the research in this field.
【學(xué)位授予單位】：華東師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2005
【分類號】：G619.712

【引證文獻(xiàn)】

相關(guān)期刊論文 前1條

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相關(guān)博士學(xué)位論文 前1條

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相關(guān)碩士學(xué)位論文 前1條

1 周冠環(huán);二戰(zhàn)后美國聯(lián)邦政府學(xué)前教育投資研究[D];華東師范大學(xué);2010年

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本文編號：2394415