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论杜威的儿童课程观

张华

张华. 论杜威的儿童课程观[J]. 华东师范大学学报(教育科学版), 2021, 39(6): 43-57. doi: 10.16382/j.cnki.1000-5560.2021.06.004
引用本文: 张华. 论杜威的儿童课程观[J]. 华东师范大学学报(教育科学版), 2021, 39(6): 43-57. doi: 10.16382/j.cnki.1000-5560.2021.06.004
Zhang Hua. On John Dewey’s Philosophy of Children’s Curriculum[J]. Journal of East China Normal University (Educational Sciences), 2021, 39(6): 43-57. doi: 10.16382/j.cnki.1000-5560.2021.06.004
Citation: Zhang Hua. On John Dewey’s Philosophy of Children’s Curriculum[J]. Journal of East China Normal University (Educational Sciences), 2021, 39(6): 43-57. doi: 10.16382/j.cnki.1000-5560.2021.06.004

论杜威的儿童课程观

doi: 10.16382/j.cnki.1000-5560.2021.06.004
基金项目: 教育部人文社会科学重点研究基地重大课题“生活德育视野下的德育课程开发与跟踪研究”(18JJD880003)

On John Dewey’s Philosophy of Children’s Curriculum

  • 摘要: 杜威的课程哲学是其全部教育哲学的核心,而杜威的儿童课程观是其全部课程哲学的基础。课程哲学的基本问题是学科逻辑与心理经验的关系问题。学科逻辑本身不是儿童课程,但它与儿童心理经验具有内在联系:二者属于同一个实在;都具有经验性质;倘若提供恰当环境和条件,儿童心理经验可以生长为学科逻辑。儿童心理经验与学科逻辑构成教学过程的“两极”,由前者发展到后者,是经验的持续改造。儿童课程由相互联系的两个方面构成:儿童当下经验中的学科要素;学科的“心理方面”。儿童课程的种类划分可依据“学科是从社会生活逐步分化”的原理来进行。学科逻辑“心理化”的主体是教师。教师的课程开发艺术主要包括“解释”与“引导”。在今天的信息时代,杜威的儿童课程观依然具有旺盛生命力。
  • [1] Dewey, J. (1897). The Psychological Aspect of the School Curriculum. In John Dewey: The Early Works, 1882—1898. Vol. 5. Carbondale, IL: Southern Illinois University Press.
    [2] Dewey, J. (1902). The Child and the Curriculum. In John Dewey: The Middle Works, 1899—1924. Vol. 2. Carbondale: Southern Illinois University Press.
    [3] Dewey, J. (1910). Science as Subject-Matter and as Method. In John Dewey: The Middle Works, 1899—1924. Vol. 6. Carbondale: Southern Illinois University Press.
    [4] Dewey, J. (1911). Culture and Culture Values. In John Dewey: The Middle Works, 1899—1924. Vol. 6. Carbondale, IL: Southern Illinois University Press.
    [5] Dewey, J. (1916). Democracy and Education. In John Dewey: The Middle Works, 1899—1924. Vol. 9. Carbondale, IL: Southern Illinois University Press.
    [6] Dewey, J. (1936a). The Dewey School: Introduction. In John Dewey: The Later Works, 1925—1953. Vol. 11. Carbondale: Southern Illinois University Press.
    [7] Dewey, J. (1936b). The Theory of the Chicago Experiment. In John Dewey: The Later Works, 1925—1953. Vol. 11. Carbondale: Southern Illinois University Press.
    [8] Griffin, P. et al. (Eds.) (2012). Assessment and Teaching of 21st Century Skills. New York and London: Springer.
    [9] Levy, F., & Murnane, R. J. (2004). The New Division of Labor: How Computers are Creating the Next Job Market. Princeton, NJ: Princeton University Press.
    [10] Schwab, J. (1969). The Practical: A Language for Curriculum. The School Review, 78(1), 1—23. doi:  10.1086/442881
    [11] Stenhouse, L. (1975). An Introduction to Curriculum Research and Development. London: Heinemann.
    [12] Williamson, B. (2013). The Future of the Curriculum. Cambridge, MA: The MIT Press.
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  • 刊出日期:  2021-06-01

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