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通过比较19世纪90年代至20世纪20年代在美国相继出现的各种新学校的异同,质疑杜威等美国学者对新学校共同特性的分析,认为新学校的基本原则在于以儿童为中心、以促进儿童发展为目的,儿童中心论是新学校的共同价值基础。儿童中心学校对20世纪美国教育的发展方向产生了不可替代的重要影响。
Abstract：By comparing the similarities and differences among various new schools in America arising during the time period from the 1890 s to the 1920 s, we questioned the analysis of the common characteristics of the new schools by Dewey and other American scholars. We believe that the basic principle of the new schools is that they are child-centered and aimed at promoting children's development, and child-centered theory is the foundation of common value of new schools.The child-centered schools had an irreplaceable and important influence on the direction of the development of American education in the 20 th century.
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[2][美]杜威.学校与社会·明日之学校[M].赵祥麟,等,译.北京:人民教育出版社,2005.
[4][7][8] Rugg,H.&Shumaker,A. The Child-Centered School:An Appraisal of the New Education[M]. New York:World Book Company,1928:2,1,54-67.
[5][13][美]杜威.经验与教育[A].杜威教育论著选[C].赵祥麟,王承绪,编译.上海:华东师范大学出版社,1981:346,347.
[6][美]杜威.教育资源的使用[A].杜威教育论著选[C].赵祥麟,王承绪,编译.上海:华东师范大学出版社,1981:430.
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[10]Fowler,B.P. Progressive Education Enter a Second Phase[J]. Progressive Education,1932(1):5.
[11][17][18][美]杜威.学校与社会·明日之学校[M].赵祥麟,等,译.北京:人民教育出版社,2005:359-373,9,41.
[12][美]杜威.杜威教育论著选[M].赵祥麟,王承绪,译.上海:华东师范大学出版社,1981:252-253.
[14]Parker,F.W. Talks on Pedagogics:An Outline of the Theory of Concentration[M]. New York&Chicago:E.L. Kellogg&Co.,1894:383.
[15]Patridge,L.E. The“Quincy Methods”Illustrated:Pen photographs from the Quincy Schools[M]. New York:E.L. Kellogg&co.,1885:Introduction.
[16][美]杜威.我的教育信条[A].杜威教育论著选[C].赵祥麟,王承绪,译.上海:华东师范大学出版社,1981:3-4.
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[22]张斌贤,王慧敏.“儿童中心”论在美国的兴起[J].北京大学教育评论,2014(1):108-122+190-191.
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(1)克雷明的《学校的变革》对这个时期美国教育的改革进程做了非常全面和简洁的梳理和概括。详见[美]劳伦斯·阿瑟·克雷明.学校的变革[M].单中惠,等,译.济南:山东教育出版社,2013:第一部分。
(2)在19世纪末、20世纪初的美国,各种各样的新学校并没有一个统一的称谓,“新学校”、“现代学校”、“儿童中心学校”、“进步主义学校”、“实验学校”等都是作为普通名词被使用的,不同的称谓也大多没有严格和明确的界定,因此,常常可以交替使用。
(3)关于各种新型学校的个案研究包括:单中惠.杜威学校教育实验探析[J].教育研究与实验,2002(2):57-62+73.;Hart,O.E.The Dalton Plan vs.Individualized Instruction[J].The English Journal,1929(2):168-170.;Katz,M.B.The“New Departure”in Quincy,1873-1881:The Nature of Nineteenth-Century Educational Reform[J].The New England Quarterly,1967(1):3-40.;Tanner,L.N.The Meaning of Curriculum in Dewey's Laboratory School,1896-1904[J].Journal of Curriculum Studies,1991(2):101-117.;Tyler,R.The Long-term Impact of the Dewey School[J].The Curriculum Journal,1992(2):125-129.;McG rath,J.R.A School for Utopia:Marietta Johnson and the Organic Idea[D].Louisiana State University,1996.;Chiderster,L.H.Junius L.Meriam's Elementary School[D].The University of Georgia,2005.
(1)为保持全文表述的统一,将译文中的“进步教育”改为“进步主义教育”,“进步学校”改为“进步主义学校”。参见:[美]杜威.杜威教育论著选[M].赵祥麟,王承绪,编译.上海:华东师范大学出版社,1981:252.
(1)经粗略统计,在帕克的《关于教育学的谈话》中至少有27处提“自我活动”。详见:Parker,F.W.Talks on Pedagogics:An Outline of the Theory of Concentration[M].New York&Chicago:E.L.Kellogg&Co.,1894:25.
基本信息:
中图分类号:G571.2
引用信息:
[1]张斌贤,周梦圆.儿童中心学校的兴起与美国教育变革[J].全球教育展望,2018,47(10):116-128.
基金信息:
北京市社会科学基金重大项目“教育与美国社会改革(1890—1920年)”(项目编号:15ZDA25)的阶段性成果
2018-10-10
2018-10-10