杜威教育即生活思想浅析.doc

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1、我们导师说我的contents 格式不规范要改成罗马的 1.1 1.1.1这种的.我的contents表述都不对，我在括号里加上汉语意思，你给写一下吧，还有英语的abstract太烂了，要重写一下，正文基本没什么问题，主要就是前面这些门面部分了。最后就是我之前给了你我们学校的格式要求，你在看看格式问题，跟标点有没有错误。ANALYSIS ONIDEAS OF EDUCTION IS LIFE OFDEWEYBYNIUYONGLEI摘要 杜威是美国二十世纪的哲学家、教育学家、心理学家，在美国国内积极推动教育改革，是一位伟大的教育理论实践者。本文阐述了杜威“教育即生活思想”内涵，介绍了国内及国外主

2、要研究杜威著做的主要观点，本文认为杜威“教育既生活”旨趣应当是美好的，是快乐的，能够满足儿童的欲望；儿童在学校能享受幸福生活，学习就会是生动、活跃、快乐的。如果教育是未来生活的准备，就会减少儿童的兴趣，引起儿童的反抗。并认为这一观点能够帮助加深我们对杜威其它教育观点的认识，帮助我国进一步加深教育改革。,关键字：杜威；教育；生活；儿童；兴趣AbstractJohn Dewey was a educationalist in the 20th century in the United States, he was also a philosopher, psychologist, and a g

3、reat educational theory applier. This paper explains the connotation of his theory, the so-called education is life theory. And it gives a brief introduction of the works about this theory in China and abroad. The purpose of this paper is to make children able to meet the desire of the education and

4、 happiness. Only if children feel happy could they study well. On the other hand, if education is a preparing for the future life, the interests of children will be reduced which would cause a problem that children will resist knowledge acquisition. This paper also holds that the theory can help to

5、deepen the understanding of the other educational points from views of Dewey, and provide some help on Chinese education reform. Keywords: John Dewey; life; education; childrenContent摘要AbstractContentsI. IntroductionA. John DeweyB. Education practice of DeweyII. The explanation of the theory by Dewe

6、yA. Education as a necessity of lifeB. Education as a social functionC. Education is not only a special of life but also in order to build a better life.III.The main points of writings about the theoryA. The main points of theory on domestic works.1 .Ones discuss what is the purpose of the theory2.

7、Ones explore what is the essence of this theoryB. The main points of theory on foreign worksIV. ConclusionBibliographyI. IntroductionA. John DeweyJohn Dewey (October 20, 1859June 1, 1952)was an American philosopher, psychologist, and educational reformer whose ideas have been very influential to edu

8、cation and social reform. Dewey, along with Charles Sanders Peirce and William James, is recognized as one of the founders of the philosophy of pragmatism and of functional psychology. He was a major representative of the progressive education during the first half of the 20th century in the USA.Dew

9、eys educational theories were presented in My Pedagogic Creed, the School and the Society, the Child and Curriculum, Democracy and curriculum, Democracy and education and Experience and Education. His recurrent and intertwining themes of education ,democracy and communication are effectively summed

10、up in the following excerpt from the first chapter, education as a necessity of life (Dewey 5),we also known as education is life , of his 1916 book democracy and education .Dewey was an educational reformer, who emphasized that the traditional teachings concern with delivering knowledge needed to b

11、e balanced with a much greater concern with the students actual experiences and active learning.Deweys theories influenced many Chinese scholars including Hu Shi, Zhang boling and Tao Xingzhi while they studied under him in Columbia University.B. Education practice of DeweyIn 18961906 John Dewey bui

12、lt his Chicago experimental school, which in order to make students learn how to share and work together during their life.During 19021904 Dewey Dewey served as education director of the University of Chicago, and retired in 1930. On 1919 Dewey Dewey lectured at the University of Tokyo, and traveled

13、 extensively in China and gave over 120 lectures upon invitation in eleven provinces including Liaoning, Hebei, Shanxi, Shandong, Jiangsu, Zhe-jiang, Hunan, Fujian, and Guangdong and the three cities of Beijing, Shanghai, and Tianjin. Previous research on Dewey in China has largely overlooked the re

14、gional difference of Deweys influence.II. The explanation of the theory by DeweyJohn Dewey was not only well-know U.S. Educationalist and the largest disseminator of American pragmatism in educational practice. At University of Michigan, Dewey published his first two books, Psychology (1887), and Le

15、ibnizs New Essays Concerning the Human Understanding (1888), both of which expressed Deweys early commitment to British neo-Hegelianism. In Psychology, Dewey attempted a synthesis between idealism and experimental science. While still professor of philosophy at Michigan, Dewey and his junior colleag

16、ues, James Hayden Tufts and George Herbert Mead, together with his student James Rowland Angell, all influenced strongly by the recent publication of William James Principles of Psychology (1890), began to reformulate psychology, emphasizing the social environment on the activity of mind and behavio

17、ur rather than the physiological psychology of Wundt and his followers. By 1894, Dewey had joined Tufts, with whom he would later write Ethics (1908), at the recently founded University of Chicago and invited Mead and Angell to follow him, the four men forming the basis of the so-called Chicago grou

18、p of psychology. Their new style of psychology, later dubbed functional psychology, had a practical emphasis on action and application. In Deweys article The Reflex Arc Concept in Psychology which appeared in Psychological Review in 1896, he reasons against the traditional stimulus-response understa

19、nding of the reflex arc in favor of a circular account in which what serves as stimulus and what as response depends on how one considers the situation, and defends the unitary nature of the sensory motor circuit. While he does not deny the existence of stimulus, sensation, and response, he disagree

20、d that they were separate, juxtaposed events happening like links in a chain. He developed the idea that there is a coordination by which the stimulation is enriched by the results of previous experiences. The response is modulated by sensorial experience. Dewey was elected president of the American

21、 Psychological Association in 1899. In 1984, the American Psychological Association announced that Lillian Moller Gilbreth (18781972) had become the first psychologist to be commemorated on a United States postage stamp. However, psychologists Gary Brucato Jr. and John D. Hogan later made the case t

22、hat this distinction actually belonged to John Dewey, who had been celebrated on an American stamp 17 years earlier. While some psychology historians consider Dewey more of a philosopher than a bona fide psychologist,13 the authors noted that Dewey was a founding member of the A.P.A., served as the

23、A.P.A.s eighth President in 1899, and was the author of an 1896 article on the reflex arc which is now considered a basis of American functional psychology.Dewey also expressed interest in work in the psychology of visual perception performed by Dartmouth research professor Adelbert Ames, Jr. He had

24、 great trouble with listening, however, because it is known Dewey could not distinguish musical pitches - in other words was tone deaf. A. Education as a necessity of life On the book democracy and education Dewey said in the first chapter education as a necessity of life (Dewey 9). As we all known,

25、 on one hand, with the development of society the purpose of people are educated is to live. They can get a job and a better life after they educated, on the other hand, with the development of social science and technology, education was apart from peoples normal life, school is a different word fr

26、om the society, what students learned are trashy in society. In response to this phenomenon, Dewey criticized traditional education. He believes education is the experience in the continuous transformation or restructuring.(Wang76). And the transformation was begin in specific life, education needs

27、guider and it cannot happen when there is no one, . People also cannot live without education in society, as lifes way of being, education as a necessarily of life(Wang 204). Education as a way of life, it give people a chance to gain a better life, in the 20th century of America, it was not easy fo

28、r people to have a better life , people needed pay much attention on education in order to get a higher degree, so they must educate , but the school may not help, because what they learned at school are unnecessary .B. Education as a social function The concept of life Dewy give his understanding ,

29、we use life to represent the experience of the individual and racial.life, including the habits, institutions, faith, victory, failure, leisure and work(204). Actually, from the beginning of civilized society, life is a source of education. During the agricultural society people need teach their far

30、ming techniques to their children, the family education begin, in order to make their live, and in the term of industrial society, the survival skills should learn in school. However, our educational activities, both from the teaching content or teaching methods and educational ideas are constantly

31、out of the needs of real life. Course ignored the interests and needs of students, ignoring the development of student creativity and imagination, because they were regarded as a subject, the accumulation of knowledge, the original single textbook. In order to solve this problem, Dewey proposed his

32、ideas that education should be child-centered; the content of education should be students activities and experiences. a lesson plan must adapt to the needs of social life; the selections purpose must be to improve our common life, to make the future better than in the past(63).so they actually is t

33、hat Dewey is against the mechanization of education , he hope that the education can be closer to the actual.C. Education is not only a special of life but also in order to build a better life.The ideas of Dewey abut life and education tells us education is a special kind of life, which we cannot eq

34、uate with real-life. However in fact, many people just make a mistake that they believe education is just the normal life, education can equate with it. Well , this may cause two problems , on one hand, some people believe that education is unnecessary , besides, with the development of modern socie

35、ty and science and technology , school have no meaning of existence , on the other hand , some believed that education is equivalent to life, education is directly drawn from life, do not need to be processed. Actually education is a especially kind of life, which regard educating people as the core

36、 meaning. And people get growth, when they education. If education cannot be expressed as a way of life, then education will lose its origin, will be in non-root state. Thus we say that the process of access to education is a special journey of life, pieces of educational life will affect the growth

37、 and development.On the book My Pedagogic Creed education is the process of life, rather than the preparation of future life(Zhao 4). And on the book Democracy and education Dewey pointed:as we all know, children living in now, this in not just an unavoidable fact, and is a good thing”. Besides, he

38、holds people who believe education is preparation for the future. So that both in United States and in China, Deweys education is life” is often considered as a kind of adaptation theory. This is a misunderstanding. As we all know, the proposition:education is life, was in order to solve the problem

39、 which American education was out of the lives of children and just to adulthood their later life. Actually education is life “contains two meanings: one, education should be the combination of the present life. People can make focus on the future life after having a good life now; the other one , p

40、eople should not deny that education is a preparation for the future life but it should combine with the real-life situations . From the Deweys educational thought , we can see that the theory education is life actually is a theory about progressive life. People also can say life is a process of sel

41、f- renewal. When professor comment this view he says Though Dewey pointed the adverse consequences of the prepare in fact ,he did not oppose the idea that education is a preparation for the the future life, what he opposed is education out of the real word and thus reduce learning interests and lear

42、ning motivation.(Shan 284). III.The main points of writings about the theory In recent years, there are a lot of people to study Deweys educational theory and has made great achievements. But the theory, “education is life, people shave different views. As well as his very active and direct involvem

43、ent in setting up educational institutions such as the University of Chicago Laboratory Schools (1896) and The New School for Social Research (1919), many of Deweys ideas influenced the founding of Bennington College and Goddard College in Vermont, where he served on the Board of Trustees. Deweys wo

44、rks and philosophy also held great influence in the creation of the short-lived Black Mountain College in North Carolina, an experimental college focused on interdisciplinary study, and whose faculty included Buckminster Fuller, Willem de Kooning, Charles Olson, Franz Kline, Robert Duncan, and Rober

45、t Creeley, among others. Black Mountain College was the locus of the Black Mountain Poets a group of avant-garde poets closely linked with the Beat Generation and the San Francisco Renaissance.A. The main points of theory on domestic works.1 .Ones discuss what is the purpose of the theory The import

46、ant representative in this view is Zhao Xianglin, who is the editor of the book Foreign Educational History, in this book , he believe the purpose of the theory , education is life, is that Dewey acknowledged that education is an important preparation for the future, but education is not all about t

47、his. only through purposeful activity, education can play role of preparation （158）. So he believed Dewey want to tell people from his theory,education is life , that educational activities is much important than “preparation . The theory wants people to pay more attention to educational practice. T

48、he book was published on 1983 in China. As time goes on, we can see only discuss the purse of this theory is not enough, as only concerned about educational practice is not feasible. 2. Ones explore what is the essence of this theory In the book Foreign Educational History Tutorial which edited by Wu shining on 1999, Wu give his understand about the theory what is education? It is a question that must be answered by educationalist. The answer from Dewey is that education is life; education is growth; education is experience with continuing transformation. These three proposit