克伯屈对蒙台梭利教育的考察:背景与主旨  

The Background and Key Findings of Kilpatrick’s Examination of Montessori Education

作　　者：丁道勇 DING Dao-yong(Faculty of Education,Beijing Normal University,Beijing 100875,China)

机构地区：[1]北京师范大学教育学部教育基本理论研究院

出　　处：《教育学报》2019年第6期108-116,共9页Journal of Educational Studies

基　　金：全国教育科学“十三五”规划2019年度国家一般项目“杜威教育思想批评史(1896—2019年)”(项目编号:BOA190042);北京师范大学教育学部2018—2019年度学科综合建设专项资金研究成果

摘　　要：克伯屈在访问蒙台梭利并参观了罗马的"儿童之家"以后,成为蒙台梭利教育的重要批评者,助推了蒙氏教育在美国的衰落。克伯屈对于蒙氏教育的主要判断,记录在《蒙台梭利教育考察报告》这本书当中。通过对杜威和蒙台梭利的比较,克伯屈发现二者都重视科学、重视儿童自由,但是二者对于动手操作、儿童自由以及感官训练的看法存在重大分歧。与杜威的教育主张相比,蒙台梭利的教育主张更为落后。杜威、蒙台梭利都对二十世纪的教育理论与实践产生了重大影响,并且他们的影响一直绵延至今。克伯屈对于蒙氏教育的考察,在一定程度上澄清了蒙氏教育的得失。After visiting Montessori and the Children’s House in Rome, Kilpatrick became a leading critic of Montessori Education, helping to drive its decline in the United States. His key findings on Montessori Education were recorded in the book of the Montessori System Examined. By comparing Dewey and Montessori, Kilpatrick found that although both of schools value science and children’s freedom, there are still a few irreconcilable differences between them, such as the idea of manual operation, children’s freedom and sense training. Montessori’s pedagogy is more backward when compare with Dewey. Dewey, Montessori and Kilpatrick had a significant impact on the theory and practice of education in the twentieth century, and their influence have been extended to this day. Kilpatrick’s work clarifies the gains and losses of Montessori Education to a certain extent.

关 键 词：克伯屈 蒙台梭利 杜威 《蒙台梭利教育考察报告》 

分 类 号：G40-09[文化科学—教育学原理]