【作者】 赵东倩；

【导师】 黄向阳；

【作者基本信息】 华东师范大学 ， 教育学原理， 2008， 硕士

【摘要】 约翰·杜威因其“儿童中心论”在我国长期被贴上了“个人本位论者”的标签。本文的历史考察和文献分析表明,这是对杜威教育思想一种莫大的误解和曲解。研究发现,杜威以其一元论哲学思想,将儿童中心论和社会本位论统一于教育之中。在考虑到教育手段、形式和过程时,杜威是一个儿童中心论者;在考虑到教育目的、内容和结果时,杜威是一个社会本位论者。论文首先考察了杜威教育思想形成和发展的时代背景,杜威生活的年代,正值资本主义从自由竞争向垄断阶段过渡,美国从传统农业社会向现代工业社会转型之际,他的教育思想受到世界范围内的社会主义思潮和美国个人主义传统的影响,他在教育理论中构建起一种个人与社会一元化的哲学理论。论文接着系统、全面地分析了杜威的教育论著,发现杜威不仅从社会生活延续与更新的需要出发论证教育的必要性,而且根据共同体交往的社会功能与机制论证教育的可能性。他视教育为社会的一种自我指导。他在教育目的上坚持教育的社会方向。他在教育内容上极力阐发学程的社会性质。他视学校为社会机构,学校生活是社会生活的雏形,主张学校生活的内容必须再现社会生活的基本精神,学与教的方法必须体现社会的一般精神。尽管杜威在论述儿童与教育中各种具体措施的关系时明确提出以儿童及其活动为中心,但他在处理儿童与社会的关系问题上依然坚持其一贯的社会本位立场,视儿童为共同体的生活经验载体、社会资源与理想的托管者、实现道德理想的唯一手段或工具。通过对杜威社会本位教育思想的分析和概括,纠正了一些学者仅仅从杜威教育目的论上谈论其社会本位取向的片面观点。论文最后阐述了杜威社会本位教育论的现实意义,针对我国当前教育改革实践中个人本位抬头的倾向,提出坚持个人全面发展的社会方向、把儿童作为社会成员加以关怀和教导、充分发挥课程的社会价值、重视教学方法的社会精神、重建学校的社会生活等主张,以求在教育中平衡个人与社会的关系,避免当前的教育改革在实践中陷入个人本位的窠臼。更多还原

【Abstract】 In China John Dewey has been labeled an individual-oriented theorist because of his child-centered theory for a long time. Such an idea is proved a misunderstanding or a misinterpretation in this dissertation by the historical investigation and the literature analysis. The research demonstrates that John Dewey unified child-centered theory and society-oriented theory into the education by his unitary philosophy theory. In terms of educational means, forms and course, he is a child-centered theorist, while considering educational aims, contents and results, he is a society-oriented theorist.Firstly the paper explores the times of the formation and development of John Dewey’s educational thoughts. John Dewey lived in such a period, during which the western world was transiting from competitive capitalism to monopoly capitalism and American was transforming from traditional agricultural society to modern industrial society. His educational thoughts therefore were deeply influenced by the worldwide socialistic thoughts and individualism in America. He constructed a philosophy theory that individual and the society are unitary.Then by systematically and comprehensively analyzing of John Dewey’s educational works, we find that John Dewey justified education as a necessity to the continuation and renewing of social life, and argued the possibility of education from the social function and mechanism of communication in community. He regarded education as a kind of self-direction of society. Moreover, he emphasized education upon social aims and focused curriculum on its social nature. In his opinion, school is a kind of social institution, school life is the rudiment of social life, and the content of school life should reproduce the fundamental spirits of social life, the learning and teaching methods should also embody the general spirits of society. Although he has ever put forward the idea that children and their activity should be the center in the relationship of student and various specific measures in education, he still stood on his consistent society-oriented position that children should be the carrier of life experience of community, the trustee of social resources and ideals, and the only means or instruments by which to realize moral ideals. By analysis and generalization of John Dewey’s society-oriented theory the thesis corrects unilateral view of some scholars who talked about his society-oriented theory only considering his educational aims.Finally the realistic significance of John Dewey’s society-oriented theory of education is expounded. In terms of individualism in the educational reform in China, the followings are brought forward: Insisting on the social direction about the individual all-around development; caring for and enlightening children as social members; fully bringing social value of the curriculum into play; attaching importance to the social spirit of the teaching methods; reconstructing social living of school life, etc. It may enlighten us to balance the relationship of individual to society in education, instead of overcorrecting and lapsing into a beaten track of individual orientation.更多还原