20世纪美国要素主义课程实践探析  

American Essentialism Curriculum Practice in the 20th Century

作　　者：申心刚[1] 

机构地区：[1]天津师范大学学报编辑部,天津300074

出　　处：《天津大学学报（社会科学版）》2016年第1期64-68,共5页Journal of Tianjin University：Social Sciences

基　　金：天津市"十二五"教育科学规划基金资助项目(HE1003);全国教育科学"十二五"规划2012年度教育部重点课题基金资助项目(DOA120325);天津市高等教育学会"十二五"教育科学规划课题基金资助项目(125z026)

摘　　要：要素主义是美国20世纪初出现的与进步主义教育相对立的教育流派。以巴格莱、科南特等为代表的要素主义,针对以杜威为代表的进步主义教育理论,提出了不同的知识观和课程观。他们认为,教育的唯一和最高目的是获取知识和发展智慧;而进步主义过多地关注儿童的兴趣,轻视学习的系统性,排斥系统的知识体系,导致基础教育质量下降,给社会发展带来了危害。考察美国要素主义课程思想与实践,对我国教育改革有一定的启示。In the early of 20 th century,the Essentialism,whose representatives were William Bagley and James Bryant Conant,appeared as the antithesis of progressive education. It was against progressivism,whose representative was John Dewey putting forward a different view of knowledge and Curriculum. They believed that the only and ultimate goal of education is to acquire knowledge and develop wisdom. The progressive focused too much on the interest of the child,ignored the systematic training of learning,not pay attention to systematic knowledge,which lead to decline in the quality of basic education and brought harms to the social development. To study American Essentialism Curriculum thought and practice has important implications for today＇s Chinese education reform.

关 键 词：要素主义课程 进步主义教育 课程思想 

分 类 号：G519[文化科学—教育学]