美国蒙台梭利教育运动发展历程研究  

A study on the development of Montessori education movement in the United States

作　　者：洪明[1] 杨正刚[1] Hong Ming;Yang Zhenggang(College of Education, Fujian Normal University, Fuzhou 350117, China)

机构地区：[1]福建师范大学教育学部,福建福州350117

出　　处：《辽宁师范大学学报（社会科学版）》2020年第6期67-74,共8页Journal of Liaoning Normal University(Social Science Edition)

基　　金：国家社会科学基金“十三五”规划教育学一般课题“美国实践取向教师教育历史演进研究”(BOA180045)。

摘　　要：蒙台梭利教育作为一种与美国主流教育相伴而生的“边缘运动”在美国的发展经历了三个不同的阶段:从轰动到沉寂(1911-1918年),从回归到冲突(20世纪50年代末至90年代中期),再走向统合与扩张(20世纪90年代中期至今)。美国蒙台梭利教育运动是世界蒙台梭利教育运动的一部分,它的发展历程值得我们思考以下五个方面的问题:一是蒙台梭利教育与进步主义教育的关系问题;二是蒙台梭利教育与教育追求公平正义的关系问题;三是蒙台梭利教育与当代新自由主义和新保守主义的关系问题;四是蒙台梭利教育思想体系的理论性质问题;五是蒙台梭利教育原则的守成与创新问题。思考这些问题对我国蒙台梭利教育的健康发展大有裨益。Montessori education,as a marginal movement accompanying the mainstream education in the United States,has experienced three different stages of development in the United States:from sensation to silence(1911—1918),from return to conflict(from the late 1950s to the mid-1990s),and then to integration and expansion(from the mid-1990s to now).The Montessori education movement in the United States is a part of the Montessori education movement in the world.Its development process is worth thinking about the following five aspects:first,the relationship between Montessori education and progressive education;second,the relationship between Montessori education and the pursuit of fairness and justice in education;third,the relationship between Montessori education and Contemporary Neo-liberalism and Neo conservatism;fourth,the theoretical nature of Montessori’s educational thought system;the fifth is the maintenance and innovation of Montessori’s educational principles.Thinking about these problems is of great benefit to the healthy development of Montessori education in China.

关 键 词：美国 蒙台梭利教育运动 发展历程 

分 类 号：G519[文化科学—教育学]