华东师范大学学报(教育科学版)

华东师范大学学报(教育科学版) ›› 2014, Vol. 32 ›› Issue (3): 55-62.

• 教育理论 • 上一篇    下一篇

杜威的探究性教学论：出场语境及其视域偏差

唐斌   

  1. 苏州大学教育学院， 苏州 215123
  • 出版日期:2014-09-20 发布日期:2014-10-07
  • 通讯作者: 唐斌
  • 作者简介:唐斌
  • 基金资助:

    全国教育科学规划项目“杜威教育哲学：出场语境与当代价值”（DAA13021）。

Dewey’s Inquiry Pedagogical Theory: A Contextual Discourse and Deviation

TANG Bin   

  1. Education School, Soochow University, Jiangsu, Suzhou 215123
  • Online:2014-09-20 Published:2014-10-07
  • Contact: TANG Bin
  • About author:TANG Bin

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摘要： 杜威思想是在消解二元主义中逐步出场的。在终结大写实在的过程中，杜威通过对现代科学以及小孩触摸火焰等过程的现象学分析，构建了实践实在论并由此提出了“从做中学”及其探究性教学理论，弘扬了教育的现实性。但知识学习过程并不能完全与此等同，还需要解释学与学习论等相关理论的支撑，而杜威并未清楚意识到这一点，由此导致了其理论的某些偏差：用“认识”与“认知”遮蔽了“理解”与“学习”，因而他对赫尔巴特的批评就并非充分合理。

关键词: 杜威, 认识, 理解, 探究性教学

Abstract: Dewey's thought gradually appeared in the process of the dissolution of dualism. In the process of ending grand realism, Dewey, built up the theory of practical realism and initiated the "learning by doing" theory and inquiry pedagogical theories and promoted the democracy and reality of education through the analysis of modern science and the phenomenon of children's touching flame. But Dewey had not fully aware that knowledge learning is not a completely equivalent to such a process, it needs to be supported by hermeneutics and learning theories and other related theories. This weakness led to certain deviation of Dewey's theory. He replaced "understanding" and "learning" by "knowing" and "cognition", therefore his criticisms of Herbart is not sufficient and reasonable.

Key words: Dewey, Knowing, Understanding, Inquiry Pedagogy