百年以来俄罗斯学者对杜威教学论思想的曲折认知与评价  

Russian Scholars’ Tortuous Cognition and Evaluation of Dewey’s Teaching Theory Since the 20th Century

作　　者：李申申[1] 贾英伦 Li Shenshen;Jia Yinglun(Henan University,Kaifeng Henan 475001,China;North China University of Water Resources and Electric Power,Zhengzhou Henan 450000,China)

机构地区：[1]河南大学教育科学学院 [2]华北水利水电大学外国语学院

出　　处：《中国教育科学（中英文）》2019年第1期121-133,143-144,共14页Education Sciences in China

摘　　要：20世纪以来,苏联及俄罗斯对杜威及其教学论思想的认知与评价经过了一个大起大落的曲折历程:从20年代的极力推崇,到30年代开始猛烈批判,50—60年代的评价落入低谷,80年代至世纪末又开始回暖。进入21世纪,俄罗斯学者在新的历史条件下,以更加客观的态度研究与解析杜威的教学论思想,对其进行重新解读和再认识。出现这种曲折认识的重要原因是:苏联曾一度过分注重以意识形态为标准对人进行评价,乃至将这一评价标准推向极端,从而对杜威及其教育教学思想的评价有失客观与公正。在新的时代,教育理论研究和教育实践健康发展的基石是“寻找契合点(或平衡点)”,这要求教育工作者摒弃那种非此即彼的思维方式。Since the 20th century, the Soviet Union and Russia have experienced a great tortuous process in the cognition and evaluation of Dewey and his teaching theory. In the 1920s, Dewey and his teaching theory were highly praised, absorbed and borrowed. It can be said that this period was the golden age of Dewey's teaching theory in the Soviet Union. In the 1930s, because of the education reform and adjustment in the Soviet Union in order to stop the decline of general education standards, and the political factors that Dewey participated in the “Trotsky trial case”, the Soviet Union began to criticize Dewey and his teaching theory. In the 1950s and 1960s, under the influence of the Cold War mentality model, the Soviet Union’s evaluation of Dewey fell into a deep valley. From the 1980s to the end of the 20th century, the Soviet Union and Russia began to pick up the evaluation of Dewey and his teaching ideas. In the 21st century, under the new historical conditions,Russian scholars study and analyze Dewey's teaching theory with a more rational and objective attitude? and reinterpret and re-recognize it. The Russian education circle began to seek new wisdom from Dewey’s educational heritage. It was believed that “learning from doing” is a teaching method that motivates children’s life activities. It was argued that “learning from doing” and “designing teaching method” can really stimulate children’s thinking quality and initiative. Russian scholars highly praised the experimental school of University of Chicago founded by Dewey. They approbated that Dewey emphasized that practical teaching and subdiscipline teaching are not contradictory, and accepted Dewey’s dialectical attitude towards the "design teaching method". The reason why Russian scholars have such a tortuous attitude toward Dewey's teaching theory is that the former Soviet Union once paid too much attention to the evaluation of people by ideology, and even pushed this evaluation standard to the extreme. The former Soviet Union’s eva

关 键 词：俄罗斯 杜威教学论思想 认知与评价 省思 

分 类 号：G42[文化科学—课程与教学论]