陈鹤琴先生的“活教育”理论是在20年代孕育,于40年代初在江西泰和创办江西实验幼稚师范学校的实践中正式提出来的。它的出现是有深刻的社会历史背景和思想渊源的。20年代的中国,帝国主义大肆侵略,国内军阀混战,官僚贪污腐化,老百姓贫困如洗。教育也处在死气沉沉、空谈理论、抄袭外国的落后陈腐的局面之中,陈先生挺身高呼,要把陈腐不堪的旧中国的教育改造成为“前进的、活泼的、有生气的教育”在这样的社会厉史背景下,再加当时受到美国实用主义教育家杜威的影响,接受了陶行知 Chen Heqin’s “live education” theory was born in the 1920s and was formally put forward in the early 40s when Jiangxi Taihe founded Jiangxi experimental naive normal school. Its emergence has profound social and historical background and ideological origins. In the 1920s, imperialism was aggressively invaded, domestic warlords were fighting melee, bureaucrats were corrupting and corruption was taking place, and ordinary people were deprived of poverty. Education is also in a deadly, talkative theory, plagiarizing foreign backwardness and lashness. Mr. Chen stands up and shouts his words. He wants to transform the old Chinese education that is corrupt into a “progressive, lively and vigorous education.” In this way, Under the background of social history, coupled with the influence of Dewey, a pragmatist educator at that time, accepted Tao Xingzhi