国外教育思潮的融入与中国现代教育思想的价值演绎

The Blend in of Foreign Educational Thoughts and the Value Deduction of Chinese Modern Education Thoughts

本文以中外现代教育思想交流为宏观背景,梳理外来教育思潮影响下中国现代教育思想价值取向的演绎脉络,简介美国杜威民主主义教育观与中国现代生本教育思想的诞生、前苏联凯洛夫教育思想与大陆指令型课程范式的形成,重点详论以美国威廉.多尔等为代表的后现代主义教育观与近十年新课程理念的崛起,阐述后现代的课程目标观、师生关系观和课程评价观等对新课程的理论营养,由此而引发教师与课程的关系、教师与学生的关系、教师与评价的关系等多维度的深刻蜕变,催生着教学创造力的一次空前解放。文章最后从中外现代教育思想交流历程提炼出对大陆未来教育发展的若干启示,并深切期待中国教育以《国家中长期教育改革和发展规划纲要(2010-2020)》精神为指导,在本土化与后现代等外来教育新思潮的和谐交融中获得更开放的生长空间。

Based on the macroscopic background of the Chinese and foreign modem educational ideas, the paper combs through the interpretation context of the value orientation of Chinese modem education thoughts under the influence of foreign Educational thoughts. It briefly introduces American, Dewey＇s democratic educa- tion thoughts and the birth of the Chinese modern students＇-centered education thoughts; and the former Soviet Union Kairovs education thoughts and the formation of China＇s continental instruction curriculum paradigm. It emphases on the American, William Dole, as the representative of the post-modernism education view and the rise of new curriculum concept in the last ten years. Then it elaborates the viewpoint of the aim of curriculum, the relationship between teachers and students, the curriculum evaluation, and the new curriculum theory nu- trition, which results in the multi-dimensional profound transformation such as in the relationship between teachers and curriculum, between the teachers and students, and between the teachers and the evaluation, which urges an unprecedented liberation of the teaching creativity. Finally, the paper extracts some enlighten- ment from both the Chinese and foreign modem education ideas for the future development of the education in China's Mainland. It is keenly expected that the Chinese education will gain more open growing space in the com- bination of the localization and post-modern foreign education new ideas under the guidance of the spirit of ＂ the National Medium and Long-Term Educational Reform and Development Program （ 2010 - 209.0） ＂