20世纪30年代开封教育实验区的乡土教育——平民教育家李廉方的乡土教育实践

A Special Experiment in Kaifeng Education Pilot Area during the 1930s——LI Lian-fang's Local Educational Thoughts and Practices

乡土教育是国民教育的重要内容之一,也是近代中国教育体系的重要组成部分。20世纪30年代,开封教育实验区开展了生气勃勃的乡土教育实践活动,取得了显著成绩。开封教育实验区的实验之所以被专家评为抗战前中国八大教育实验之一,乡土教育的成功实践功不可没。这个实践活动的主持者是杰出的平民教育家李廉方。李廉方一生立足地方文化,关注平民教育,重视乡土教学。他提出教育应适应生活环境,小学教材应以乡土为基,教材应适应于地方需要和儿童需要。他主持开封教育实验区的乡土教育实践活动,课程规划分为文艺、劳作、游戏、特别练习四类;课程组织主要是"单元活动"。实验区常委会组织编辑、出版了一批适应于地方和时令的乡土教材,如《禹王台与繁塔》、《相国寺》、《端午》等。开封教育实验区的乡土教育是以乡土教材为内容,以"廉方教学法"为主要方法进行的。"廉方教学法"以单元教学为主要方式,革新了过去教学上的诸多弊端,创造了一种适合中国国情的教学方法。这些做法不仅有利于学生发展,对教师的成长也有重要作用。李廉方的乡土教育思想和实践对于今天的教育改革仍有重要的启发意义。

During the process of modernization, urbanization and globalization in China, the return and rejuvenation of lo- cal education has increasingly become a crucial issue that needs addressing to preserve local culture and stimulate local con- sciousness. To be specific, local education is an important part of education system in modern China and is one of the signifi- cant topics of national education such as citizen education, labor education, productive education and life education. Back in the 1920s and 1930s, influenced by the progressive Western educational thoughts, many mass educators emerged in China and LI Lian-fang was one of the eminent representatives. Basing upon the local culture, LI focused on mass education and at- tached great importance to local teaching. He advocated that education should be adapted to environment; primary school textbooks should be based on local culture and adapted to local and children＇s needs. Kaifeng education pilot area, built by LI, compiled textbooks and carried out effective local education practice by using ＂Lian-fang Teaching Method＂. This pilot area had not only macroscopic course planning and organization, but also systematic textbooks and teaching methods. Both students and teachers benefited a great deal from the local education practice. Experts rated the education practice in Kaifeng education pilot area as one of the eight educational experiments before the Anti-Japanese war. Although the experiment did not continue because of the restriction of the then social and historical conditions, current education reforms can learn in structive lessons from LI＇s efforts.