本文關(guān)鍵詞：美國中等職業(yè)教育發(fā)展的職業(yè)主義與民主主義之爭：“普杜之辯”研究　出處：《華東師范大學(xué)》2014年博士論文　論文類型：學(xué)位論文

  更多相關(guān)文章： 杜威 普洛瑟 民主主義 職業(yè)主義 中等職業(yè)教育 綜合中學(xué)

【摘要】：1917年《史密斯-休斯法案》的頒布與實(shí)施,標(biāo)志著美國中等職業(yè)教育已經(jīng)超越歐洲“雙軌”制框架,標(biāo)志著以綜合中學(xué)為特征的美國中等教育“單軌”制的確立。其間經(jīng)歷了普洛瑟職業(yè)主義陣營與杜威民主主義陣營的激烈較量。事實(shí)上,基于兩種不同的職教觀,普洛瑟“為職業(yè)而教育”與杜威“通過職業(yè)而教育”而形成的“普杜之辯”,為20世紀(jì)初的美國提供了必要的職業(yè)教育理論體系。 “普杜之辯”并非一蹴而成,也遠(yuǎn)非一個(gè)單一的歷史事實(shí)。1913年庫利議案所引發(fā)的“普杜之辯”,綿延于美國1906年開始的職業(yè)教育運(yùn)動(dòng)之中,而早在19世紀(jì)末期美國即已成為世界工業(yè)強(qiáng)國之中的霸主。現(xiàn)代社會(huì)最先進(jìn)的生產(chǎn)方式與新興美國高度的民主自覺為“普杜之辯”奠定了深厚的社會(huì)基礎(chǔ),歐洲自由教育的傳統(tǒng)與美國本土功利主義教育思想的碰撞與融合,則為美國中等職業(yè)教育運(yùn)動(dòng)營造了多元并存的文化土壤。 “普杜之辯”所彰顯的職業(yè)主義與民主主義之間的較量,并非只是普洛瑟與杜威兩個(gè)教育家及其同盟者之間的學(xué)術(shù)觀點(diǎn)之異,它的背后包含著19世紀(jì)以來美國職業(yè)教育困境所積淀的沖突,并且詮釋出自由教育與職業(yè)教育、雇主階層與雇員階層以及民主與效率之間多維要素之間持久的博弈。 “普杜之辯”及其“單軌”制是世界職業(yè)教育史上的一個(gè)獨(dú)特現(xiàn)象,而職業(yè)主義與民主主義對(duì)于職業(yè)教育核心命題的不同詮釋,以及由此引發(fā)的關(guān)于“職業(yè)教育本土性”“職業(yè)教育存在的合理性”等問題的不斷追問又恰恰蘊(yùn)含著超越本土的意義。 論文主體包括六個(gè)部分： 導(dǎo)論部分包括：選題緣起與問題提出、研究意義與創(chuàng)新、文獻(xiàn)綜述、概念界定、研究思路與研究方法。 第一章“普杜之辯”的歷史由來。本章從19世紀(jì)中等職業(yè)教育緩慢發(fā)展的現(xiàn)象著手,通過剖析“格蘭特·維恩答案”揭示出阻滯中等職業(yè)教育發(fā)展的兩個(gè)重要因素——民主主義信仰與自由教育傳統(tǒng)。在手工教育運(yùn)動(dòng)取向選擇與轉(zhuǎn)換過程中,凸顯出自由教育與職業(yè)教育、雇主階層與雇員階層之間的力量博弈。并構(gòu)成了“普杜之辯”的歷史前提。 第二章“普杜之辯”與職業(yè)主義的確立。本章以1906年職業(yè)教育運(yùn)動(dòng)仿效德國模式為背景,詳細(xì)論述了1913年庫利議案所引發(fā)的“普杜之辯”這一重要史實(shí),梳理了普洛瑟職業(yè)主義陣營與杜威民主主義陣營各自的觀點(diǎn),并且從民主與效率的關(guān)系視角對(duì)于兩種職教觀進(jìn)行了深刻的剖析。厘清了“普杜之辯”后《史密斯-休斯法案》生成與“單軌”制的確立過程,通過綜合中學(xué)中的“獨(dú)立賬戶”與“課程分層”揭示出普洛瑟職業(yè)主義陣營的不完全勝利。 第三章“普杜之辯”背后職教觀之異。本章從事件層面深入至理論層面,以解剖職業(yè)主義與民主主義職業(yè)教育思想體系之間的內(nèi)在差異。在職業(yè)教育邏輯起點(diǎn)、職業(yè)教育取向、職業(yè)教育課程以及教學(xué)組織四個(gè)層面的對(duì)比分析中,呼應(yīng)“普杜之辯”發(fā)生的必然性,以及中等職業(yè)教育“美國模式”生成的理論基礎(chǔ)。 第四章“普杜之辯”的歷史影響。本章明晰了“普杜之辯”作為美國中等職業(yè)教育走出歐洲框架的標(biāo)志性地位,從課程的微觀視角,論證了美國20世紀(jì)職業(yè)教育演進(jìn)中的“普洛瑟職業(yè)主義時(shí)代”與以杜威民主主義為藍(lán)本的“新職業(yè)主義時(shí)代”,并剖析了“單軌”制下綜合中學(xué)的運(yùn)行問題。 結(jié)語部分,基于對(duì)“普杜之辯”的綜合研究,解析出“職業(yè)教育的本土性”、“職業(yè)教育存在的合理性”、“職業(yè)主義何以在博弈中如此頑強(qiáng)”以及“杜威的理想能否實(shí)現(xiàn)”四個(gè)維度的思考,用以凸顯“普杜之辯”所蘊(yùn)含的思想深度。
[Abstract]:The promulgation and implementation of the 1917 "Smith - Hughes Act >, marking the medium occupation education in the United States has surpassed the European" dual track "system framework, marking is characterized by comprehensive school of secondary education" the monorail system established. During a fierce battle with Dewey Plosser occupation camps democratic camp. In fact, the concept of taught two different position based on the "occupation and education" Plosser and Dewey "by occupation and education" and the formation of "Purdue debate", provides the necessary theoretical system of occupation education for the United States at the beginning of twentieth Century.
"Purdue" debate is not achieved overnight, is far from a single historical fact.1913 Cooley motion caused by the "Purdue" debate, occupation education for movement began in the United States in 1906, and in nineteenth Century the United States at the end of the world has become the dominant industrial power. The most advanced production mode and modern society the height of the emerging democratic consciousness as the "Purdue debate" has laid a solid social foundation, collision and fusion of European liberal education tradition and Native American utilitarian educational thought, for the education of American secondary occupation movement to create a diversified culture.
"Occupation doctrine and democracy shows puddu" the debate of the contest between Dewey and Plosser is not just the two educators and their allies in different academic point of view, behind it contains conflict since nineteenth Century American occupation education dilemma accumulation, and interpretation of free education and occupation education, lasting game between employers class and class of workers and between democracy and efficiency of multi elements.
"Purdue debate" and "single track" system is a unique phenomenon in the history of the world's occupation education, occupation and nationalism and democratic interpretation for different occupation education core proposition, and the consequent on the "occupation education" and "occupation education rationality" and other issues and constantly questioning implies beyond local significance.
The main body of the paper consists of six parts:
The introduction includes: the origin and question of the topic, the significance and the innovation of the research, the literature review, the definition of the concept, the thinking and the research methods.
The first chapter "the historical origin of Purdue debate". This chapter begins from nineteenth Century, the slow development of secondary occupation education phenomenon, through the analysis of "Grant Wayne answers" reveals two important democratic faith and freedom education secondary occupation education development block. In the choice of manual education orientation and the conversion process, the highlight of free education and occupation education, the power game between employers and employees. The class class and form the "historical premise puddu" debate.
The establishment of the second chapter "Purdue" debate and occupation ". In this chapter, the 1906 occupation education movement followed the German pattern as the background, discusses the motion caused by the" 1913 Cooley puddu debate this important historical facts, combing the Communist camp Dewey and Plosser occupation democratic socialist camp their views, and from the perspective of the relationship between democracy and efficiency for the two kinds of vocational education concept has made a profound analysis. To clarify the "Purdue debate" after the "Smith Hughes act" and "generation monorail" system establishment process, through the comprehensive school of the "independent account" and "curriculum stratification" reveals the incomplete victory of the Communist camp xipuluose occupation.
The third chapter "behind the Purdue debate" vocational education view. This chapter from the event level to the level of theory, the inherent differences between Marxism and democratic occupation occupation anatomy education system. In the occupation education occupation education orientation, logic starting point, occupation education curriculum and teaching organization from four aspects of comparative analysis, echo "the inevitability of Purdue debate occurred, as well as the medium occupation education" American model "generation theory.
The fourth chapter "the historical influence of Purdue debate". This chapter clarifies the "Purdue" debate as secondary occupation education in the United States out of the European Framework iconic status, from the micro perspective of course, demonstrates that the United States in twentieth Century occupation education in the evolution of "xipuluose occupation" era with Dewey based on the "occupation of new democracy" era, and analyzes the operation problem of comprehensive school monorail system. "
In the conclusion part, a comprehensive study of the "Purdue" debate based on parsing out the "local" occupation education, occupation education "rationality", "occupation doctrine in the game is so tenacious" and "Dewey's ideal" on four dimensions, in order to highlight the ideological depth of Purdue debate "contains.

【學(xué)位授予單位】：華東師范大學(xué)
【學(xué)位級(jí)別】：博士
【學(xué)位授予年份】：2014
【分類號(hào)】：G719.712

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