[1]张斌贤.超越“克雷明定义”：重新理解进步主义教育的出发点[J].清华大学教育研究,2018,(04):17-28.
ZHANG Bin-xian.Beyond “ Cremin ' s Definition ”: The Starting Point of Re - understanding Progressive Education[J].TSINGHUA JOURNAL OF EDUCATION,2018,(04):17-28.
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超越“克雷明定义”：重新理解进步主义教育的出发点
ZHANG Bin-xian.Beyond “ Cremin ' s Definition ”: The Starting Point of Re - understanding Progressive Education[J].TSINGHUA JOURNAL OF EDUCATION,2018,(04):17-28.
清华大学教育研究[ISSN:1001-4519/CN:11-1610/G4]
- 卷:
- 期数:
- 2018年04期
- 页码:
- 17-28
- 栏目:
- OA栏目
- 出版日期:
- 2018-08-20
文章信息/Info
- Title:
- Beyond “ Cremin ' s Definition ”: The Starting Point of Re - understanding Progressive Education
- Keywords:
- progressive education; progressive education movement; progressive movement; Cremin’s definition
- 分类号:
- G40-09
- 文献标志码:
- A
- 摘要:
- 通过梳理克雷明《学校的变革》关于进步主义教育性质的界定，分析其对于进步主义教育研究所作出的贡献，指出克雷明界定中存在的诸多缺陷，强调避免绝对化、扩大化和静态化的思想方式，认为对作为思潮和作为运动的进步主义教育进行明确区分，是深入认识进步主义教育特质的合理途径。
- Abstract:
- By combing the definition on the nature of the progressive education in L·A·Cremin’s“ The Transformation of the School”, this paper analyzes its contribution to progressive education, points out the defects in the definition of L·A·Cremin, emphasizes on avoiding absolute, expanded and static way of thinking, and points out that making a clear distinction between the progressive education as an ideological trend and the progressive education as a movement is a reasonable way to understand the characteristics of progressive education.
更新日期/Last Update:
2018-08-20