杜威教育著作在中国的传播及其反思  

Dissemination and Reflection of Dewey’s Educational Works in China

作　　者：侯怀银[1] 张楠 HOU Huaiyin;ZHANG Nan(College of Education Science,Shanxi University,Taiyuan,030006,China;Faculty of Education,Beijing Normal University,Beijing,100875,China)

机构地区：[1]山西大学教育科学学院,太原030006 [2]北京师范大学教育学部,北京100875

出　　处：《全球教育展望》2020年第11期63-72,共10页Global Education

基　　金：国家社会科学基金“十三五”规划2018年度教育学重点课题“中华人民共和国教育学史”(项目编号:AOA180016)的研究成果。

摘　　要：1911年,杜威教育著作开始在中国传播。杜威教育著作在20世纪中国的传播历程有不同的阶段,每个阶段各有其特点。21世纪以来,杜威教育著作在中国的传播内容、传播形态等方面表现出不同于以往的特点。反思杜威教育著作在中国的传播对西方教育著作在我国的传播而言,有以下几方面的启示:就传播者而言,应当提高传播的自觉性;就传播信息而言,应当挖掘教育著作的内在魅力;就传播媒介而言,应当实现传播途径多元化;就受传者而言,应当满足不同受传群体的不同需求;就传播反馈而言,应当引发受传者的认知和行为变化,增强传播效果。Dewey’s educational works have been introduced in China since 1911.The process of dissemination of Dewey’s educational works in the 20 th century can be divided into five stages:1911-1918,1919-1928,1929-1948,1949-1977,and 1978-1999,and each stage has its characteristics.In the 21 st century,whatever the form of dissemination is,the book or the paper,the dissemination has shown new features different from the past,in terms of its contents and patterns,in a favorable situation of"hundreds of flowers blooming,hundreds of schools arguing."Learning from the dissemination of Dewey’s educational works in China,the dissemination of foreign educational works in China is supposed to:improve consciousness of dissemination,to dig inner charm of educational works,to diversify ways of dissemination,to meet different needs of different receivers,to arouse cognitive and behavioral changes of receivers,and to enhance effects of dissemination.

关 键 词：杜威 教育著作 传播 

分 类 号：G40-09[文化科学—教育学原理]