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) ›› 2019, Vol. 37 ›› Issue (2): 37-44.doi: 10.16382/j.cnki.1000-5560.2019.02.004

• 专题 • 上一篇    下一篇

外来的杠杆:20世纪20年代中国教育改革中的杜威

仲建维, 涂悦   

  1. 宁波大学教师教育学院, 浙江宁波 315211
  • 出版日期:2019-03-20 发布日期:2019-03-21

A Foreign Lever: Dewey in China's Education Reform in the 1920s

Zhong Jianwei, Tu Yue   

  1. Faculty of Teacher Education, Ningbo University, Ningbo 315211, Zhejiang China
  • Online:2019-03-20 Published:2019-03-21

RichHTML

64

PDF

768

摘要： 一百年前，胡适等想借助杜威这杆大旗，作为外来的杠杆帮助撬动中国的新教育改革。杜威访华推动了中国杜威教育学派的形成，由此实用主义教育话语深入中国的教育改革语境。对杜威教育思想的兴趣推动了中国民间性的教育改革活动，从而造就了一些经典的教育改革和试验事件。杜威热在华持续了五六年，之后随着中国政治形势的发展和杜威式教育改革和实验屡受挫折，杜威热迅速退潮。站在杜威访华百年这个时间节点上来审视和反思，可以看出，对杜威思想的误解和误用始终存在于杜威热的兴衰过程。

关键词: 杜威, 实用主义, 中国杜威教育学派, 新教育

Abstract: One hundred years ago, Hu Shi and others wanted to initiate China's new education reform with the help of Dewey. Dewey's visit to China brought forth the discourse of pragmatistic pedagogy penetrated into the context of China's education reform. The interest in Dewey's educational thought promoted the folk educational reform activities in China, which resulted in some significant events of educational reform and experiment. Dewey heat lasted in China for five or six years. After that, Dewey heat quickly subsided. On the occasion of Dewey's centennial visit to China, it can be seen that the rise and fall of Dewey heat has always been accompanied by the misunderstanding and misuse of Dewey's thought.

Key words: Dewey, pragmatism, China's school of Dewey pedagogy, new education