异域教育理论本土化进程及启示——以杜威教育理论为视角  

Localization of Foreign Educational Theory:Progress and Implication

作　　者：王坦[1] WANG Tan(Hebei Agriculture University,Baoding 071001,Hebei,China)

机构地区：[1]河北农业大学,河北保定071001

出　　处：《扬州大学学报（高教研究版）》2018年第3期28-33,50,共7页Journal of Yangzhou University（Higher Education Study Edition）

基　　金：国家社会科学基金项目"十三五"规划2016年度教育学一般课题(BIA160135)

摘　　要：杜威的实用主义教育理论从20世纪初传入我国,先后经历了传入与兴起、发展与繁荣、批评与否定和恢复与重构4个阶段,对我国的教育思想与教育实践产生了巨大影响,其本土化进程与当时中国的政治外交、社会经济、思想文化相契合。百年教育理论的本土化进程也带给后人许多启示与经验,即处理好异域与本土、教育与政治、传统与创新之间的关系,这样才能构建具有本土特色的教育理论体系。Since the beginning of the 20 th century Dewey’s educational theory of pragmatism has experienced four stages in its introduction into China：introduction and arising,development and prosperity,criticism and denial,and restoration and reconstruction.It has a tremendous impact on Chinese educational thoughts and practice.Its localization process corresponds to Chinese political,diplomatic,socio-economic,ideological,and cultural development in different eras.This course covering a century also brings much experience and implication to later generations.An education theory system can only be constructed when the exotic-local,educational-political,and traditional-innovative relationship is well handled.

关 键 词：异域教育理论 杜威教育理论 教育理论本土化 

分 类 号：G40-06[文化科学—教育学原理]