儿童个性的发现:从昆体良到杜威  

The Discovery of Children's Individuality:From Quntinlianus to Dewey

作　　者：李曙光 季楚潇 张斌贤[2] LI Shuguang;JI Chuxiao;ZHANG Binxian(Institute of Lifelong Education,The Open University of China,Beijing 100039,China;Institute of Educational History and Culture,Beijing Normal University,Beijing 100875,China)

机构地区：[1]国家开放大学终身教育研究院,北京100039 [2]北京师范大学教育历史与文化研究院,北京100875

出　　处：《外国教育研究》2024年第8期3-19,共17页Studies in Foreign Education

基　　金：2022年度教育部人文社会科学研究一般项目“欧美家庭教师史研究”(项目编号:22YJA880083)。

摘　　要：发现和尊重儿童个性是因材施教的前提。梳理和挖掘儿童个性发现的过程有助于更为充分理解儿童个性的意义。欧美国家自古罗马至20世纪前期儿童个性探索的过程划分为经验层面的发现、心理学层面的发现和教育学层面的发现等三个阶段。这三个阶段反映了对儿童个性认识的深化以及在教育教学中应用的不断拓展。儿童个性的发现是教学组织形式向个别化方向发展的重要动力,而个别化教育在解决现代教育体系深层次问题中具有关键作用。Discovering and respecting children's individuality is a prerequisite for individualized teaching.Combing and Digging the process of the discovery of children's individuality helps to fully understand the meaning of children's individuality.Through a sys-tematic review of the educational history development in Europe and America from the ancient Roman period to the early 20th century,the historical exploration of children's indi-viduality is divided into three stages:discovery at the experiential level,discovery at the psychological level and discovery at the educational level.These three stages collectively showcase the continuous deepening of children's individuality,as well as the application of these cognitive outcomes in teaching practices.Through the research,it is found that the discovery of children's individuality serves as a significant impetus for the development of teaching organization towards individualization.Furthermore,individualized educational strategies play a pivotal role in resolving the deep-seated crisis of modern education.

关 键 词：儿童个性 个体差异 昆体良 杜威 个别化教育 

分 类 号：G40[文化科学—教育学原理]