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作为进步主义教育实验的代表性学校之一,梅里亚姆指导创办的密苏里大学附属初等学校所开展的初等学校课程建构实验具有探索性意义。该课程体系强调学生当下的问题和兴趣,通过实施观察、游戏、故事和手工活动四类课程不仅可以提升学生在日常活动中的能力,还可以使学生很好地胜任传统课程。目前,学界对进步主义教育实验的研究更多地集中在道尔顿制等耳熟能详的实验上,却少有关于密苏里大学附属初等学校的专门研究。在充分占有史料的基础上,通过对密苏里大学附属初等学校的历史进行梳理,探析其课程建构理念及具体实践,研究发现,该校的课程建构实验不仅得到了成功的实践,还为随后的课程探索提供了模型。文章希冀在丰富学界对进步主义教育实验研究的同时,对当前的课程探索也具有一定的启发性。
As one of the representative schools of progressive education experiment, Merriam initiated the elementary school curriculum construction experiment affiliated with the University of Missouri which has exploratory significance. This course system emphasizes students ’current problems and interests. It not only enhances students’ abilities in daily activities, but also enables them to perform well in traditional courses through implementing observation, games, stories and manual activities. At present, the academic research on progressive education experiments is more focused on the well-known experiments such as the Dalton system, but few on the Missouri University affiliated primary school specialized research. On the basis of the historical data, this paper explores the concept and practice of curriculum construction by sorting out the history of the elementary schools attached to the University of Missouri, and finds that the curriculum construction experiment in the university not only succeeds in practice, but also provides guidance for subsequent courses Exploration provides a model. The article hopes to enrich the academic circles on the experimental study of progressive education at the same time, the current curriculum exploration also has some enlightenment.