摘要
“儿童中心”是杜威教育思想的重要内容,自1919年杜威来华始,其在中国传播的历史命运大致历经20世纪50年代前的置之弗论,50至70年代的全盘否定,80至90年代的辨证认识与21世纪后的全面评价四个阶段。通过勾勒杜威“儿童中心”思想传播运用的中国版本,在话语谱系否定之否定的辩证运动中,某些普遍共识得以被揭示,体现在杜威作为整体论者的历史形象逐渐清晰,其关于儿童与社会的辩证性、更加突出的教师作用等论题也逐渐被认识、接受。与此同时,学界关于其的探究仍然具有思维碎片的特征,尚待深入细致、全面有机的关联。如“儿童中心”的词源学问题尚未解决,“儿童‘本位’”与“儿童‘中心’”暧昧不分,“儿童中心”之“中心”“重心”“起点”意蕴未受重视等。通过举列中国语境中杜威“儿童中心”论研究的历史、经验与问题,在对这位“儿童布道者”表以纪念之余,为后续研究提供可能的思考支点。
"Child-Centered" is an important content of Dewey’s educational thought. Since Dewey came to China in 1919, the dissemination of his theories and thoughts has gone through four stages:(1) the theory of putting aside before the 1950 s;(2) the total negation from the 1950 s to the 1970 s;(3) the dialectical cognition in the 1980 s and 1990 s;and(4) the comprehensive evaluation after the 21 st century. By outlining the communication of Chinese version of Dewey’s theory of "Child-centered", some general consensus can be revealed in the dialectical genealogy movement of the negation of negation, which gradually clarifies the historical figure of Dewey as a holist. Dewey’s arguments about the dialectical nature of children and society and the more prominent role of teachers are also gradually recognized and accepted. At the same time, Dewey studies in Chinese academics still present fragmented thinking and need to be connected deeply and comprehensively. For example, the etymological problems of "Child-Centered" have not been solved, the ambiguity between "children standard" and "child center", and the connotations of "center", "center of gravity" and "starting point" to explain his "Child-Centered" thoughts have not been taken seriously. By enumerating the history, experience and remaining problems of Dewey Studies in the Chinese context, this paper not only pays tribute to such a "children preacher", but also provides references for future studies.
作者
邹红军
柳海民
ZOU Hongjun;LIU Hai-min(National Inmovation Center for Asse ssment of Basic Education Quality,&.Faculty of Education,Northeast Normal University,Changchun 130024,China)
出处
《教育学报》
CSSCI
北大核心
2020年第4期119-128,共10页
Journal of Educational Studies
基金
全国教育科学“十三五”规划2019年度重大项目“新时代中国教育高质量发展的路径和对策研究”(项目编号:VFA190004)
中国基础教育质量监测协同创新中心2020年度自主课题“大数据时代我国教育评价技术的改变分析”(课题批准号:BJZK-2019A3-19006)阶段性成果。
关键词
杜威
儿童中心
儿童本位
中国语境
历史共识
遗留问题
Dewey
Child-C entered
child standard
C hinese context
historical consensus
remaining issues
