美英教育生态学研究述评

范国睿

doi:10.16382/j.cnki.1000-5560.1995.02.009

美英教育生态学研究述评

doi: 10.16382/j.cnki.1000-5560.1995.02.009

范国睿

华东师范大学博士生

① Levine, N, D., et. al., Human Ecology, 1975, p. 1.
② Hawley, A. H., Human Ecology: a Theory of Community Structwre, 1950, P.3.
① Ashby, E., Universities:British, Indian, African; a Study in the Ecology of Higher Education, 1966.
② Goodlad, J. I. (ed.), The Ecology of School Ronewal: Eighty-sixth Yearbook of the N ational Society for the Study of EducatiOn, Part I, 1987.
③ Bowers, C. A. & Flindors, D. J., Responsive Teaching:an Ecological Approach to Classroom Pattern$ of Language, Cuture, and thought, 1990; Bowers, C. A., Education, Cutural Myths & the Ecological Crisis: Toward Deep Changes, 1993; Bowers, C. A., Critical Essays on Education, Modermity, and the Recovery of the Ecological Imperative, 1993.
① Barker, R. G. & Gump, P.V., Big School, Small School: High School Size and Student Behavior, 1964.
② Williams, E. R., “Sense of Obligation to High School Activities as Related to School Size and Margin-lity of Student", Child Dewelopment, 1967, vol, 38, No. 4.
③ Barker, R. G., Ecological Psychology: Concepts and Methods for Studying the Environment of Humam Behavior, 1968.
④ Gould, R., “The Ecology of Educational Settings", Educational Administration, 1976, vol. 4, No, 2. Wein-; stein, C. S., “A Phygical Enviroument of the School: A Review of the Research", Review of Educational Besearch, :1979, Vol. 49, No.4.
① Pence, A. R. (eda.), ECological Research with Children and Families: From Concepts to Mothodology, 1988.
① 该书是克雷明1975年2月在约翰·杜威学会(Joln Dewey Rociety)“第十五次约翰.杜威讲座”上的系列讲演, 含4篇论文, 其中的第二篇论文即为《教育生态学探讨(Toward an E pology of Education)》。
① Cremin, L. A., “Changes in the Ecology of Education; The School and the Other Educators”, in Hus6n, T. (ed.), The Future of Formal Educationm: The Role of Inastitutional Schooling in Industrial Society, 1980.
② Cremin, L. A., Public Education, 1976, p. 36.
③ Cremin, L.A.(1980)，Ibid, pp.23~26.克雷明在论述学校与“其他教育者”(其他教育机构)的关系时借用了莱克特(Teichter, H. J.)在其《今日教育世界中的家庭(The Family in Today's Educational Ww orld)》(1977)等著述中所阐述的这三个概念。在克雷明看来, 对学校的学生来讲, 他所要学的东西，有些是第一次学习，有些则早已在其他教育者那里学习过, 就后者而言，学校就要与其他教育者的教学相接合(ongage), 接合的形式有多种, 如强化(strengthen)、补充(complement)、鉴定(criticize)以及否定(contravene), 其目的在于使学生对其他教育者的教学的认识有所发展, 并且培养他们批判性地、独立地对待这些教学的能力。“联动”概念与“接合”紧密相联，实际上, 它主要指学校在做某些工作时, 必须与其他教育机构合作(collaborate), 如在烹饪、服装、民俗等方面的教育上与家庭合作, 在工艺、舞蹈、音乐、运动方面与社区娱乐中心合作等等。克雷明认为, 某些重要的学习内容, 在校外可以学得更好。“议程”概念则指学校作为与其他教育者不同的机构, 负有传授已经检验的知识和准确信息的历史贵任, 它具有有组织的、有纪律要求的教学过程，因而学校的课程有自己的范围、自己的平衡、自己的结果和内在一致性。正确理解这三个概念的关系的要旨在于:为了使自身的工作取得更大效率和效果，学校必须了解其他教育者在干些什么, 并理智地、恰当地做出选择和应答。
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摘要

注释:

1) ① Levine, N, D., et. al., Human Ecology, 1975, p. 1.

2) ② Hawley, A. H., Human Ecology: a Theory of Community Structwre, 1950, P.3.

3) ① Ashby, E., Universities:British, Indian, African; a Study in the Ecology of Higher Education, 1966.

4) ② Goodlad, J. I. (ed.), The Ecology of School Ronewal: Eighty-sixth Yearbook of the N ational Society for the Study of EducatiOn, Part I, 1987.

5) ③ Bowers, C. A. & Flindors, D. J., Responsive Teaching:an Ecological Approach to Classroom Pattern$ of Language, Cuture, and thought, 1990; Bowers, C. A., Education, Cutural Myths & the Ecological Crisis: Toward Deep Changes, 1993; Bowers, C. A., Critical Essays on Education, Modermity, and the Recovery of the Ecological Imperative, 1993.

6) ① Barker, R. G. & Gump, P.V., Big School, Small School: High School Size and Student Behavior, 1964.

7) ② Williams, E. R., “Sense of Obligation to High School Activities as Related to School Size and Margin-lity of Student", Child Dewelopment, 1967, vol, 38, No. 4.

8) ③ Barker, R. G., Ecological Psychology: Concepts and Methods for Studying the Environment of Humam Behavior, 1968.

9) ④ Gould, R., “The Ecology of Educational Settings", Educational Administration, 1976, vol. 4, No, 2. Wein-; stein, C. S., “A Phygical Enviroument of the School: A Review of the Research", Review of Educational Besearch, :1979, Vol. 49, No.4.

10) ① Pence, A. R. (eda.), ECological Research with Children and Families: From Concepts to Mothodology, 1988.

11) ① 该书是克雷明1975年2月在约翰·杜威学会(Joln Dewey Rociety)“第十五次约翰.杜威讲座”上的系列讲演, 含4篇论文, 其中的第二篇论文即为《教育生态学探讨(Toward an E pology of Education)》。

12) ① Cremin, L. A., “Changes in the Ecology of Education; The School and the Other Educators”, in Hus6n, T. (ed.), The Future of Formal Educationm: The Role of Inastitutional Schooling in Industrial Society, 1980.

13) ② Cremin, L. A., Public Education, 1976, p. 36.

14) ③ Cremin, L.A.(1980)，Ibid, pp.23~26.克雷明在论述学校与“其他教育者”(其他教育机构)的关系时借用了莱克特(Teichter, H. J.)在其《今日教育世界中的家庭(The Family in Today's Educational Ww orld)》(1977)等著述中所阐述的这三个概念。在克雷明看来, 对学校的学生来讲, 他所要学的东西，有些是第一次学习，有些则早已在其他教育者那里学习过, 就后者而言，学校就要与其他教育者的教学相接合(ongage), 接合的形式有多种, 如强化(strengthen)、补充(complement)、鉴定(criticize)以及否定(contravene), 其目的在于使学生对其他教育者的教学的认识有所发展, 并且培养他们批判性地、独立地对待这些教学的能力。“联动”概念与“接合”紧密相联，实际上, 它主要指学校在做某些工作时, 必须与其他教育机构合作(collaborate), 如在烹饪、服装、民俗等方面的教育上与家庭合作, 在工艺、舞蹈、音乐、运动方面与社区娱乐中心合作等等。克雷明认为, 某些重要的学习内容, 在校外可以学得更好。“议程”概念则指学校作为与其他教育者不同的机构, 负有传授已经检验的知识和准确信息的历史贵任, 它具有有组织的、有纪律要求的教学过程，因而学校的课程有自己的范围、自己的平衡、自己的结果和内在一致性。正确理解这三个概念的关系的要旨在于:为了使自身的工作取得更大效率和效果，学校必须了解其他教育者在干些什么, 并理智地、恰当地做出选择和应答。