“教是为了不教”教育思想的历史起源和发展

The Historical Origin and Development of the Educational Thought of “Teaching is for not-Teaching”

历史地从其起源和发展过程深入考察"教是为了不教"教育思想,就会发现:这一教育思想,在20世纪初叶圣陶投身"五四"新文化运动和教育改革探索中深刻萌发;在"五四"至新中国成立前夕叶圣陶的教育改革特别是语文课程教材教学改革实践与思考中坚实奠基;在新中国成立后叶圣陶对传统教育包括凯洛夫模式的反思批判和对教育教学改革及古代优秀教育思想经验的总结概括中明确确立;在新时期叶圣陶面对当代世界变革发展和人的变化发展提出的教育改革观点与主张中创新发展。"教是为了不教"教育思想,历经时代变迁和叶圣陶一生的教育实践,其科学内涵和文化意蕴不断丰富、深厚,其阐述概括和气象境界愈加精辟、高远,最终成为一个具有中国特色和独创风格的现代教育教学理论体系。

On the history of the origin and development of the in-depth study of ＂Teaching is for not Teaching＂, you will find Ye Shengtao＇s Educational Thought was deeply germinated and came into being during ‘the May 4th New Culture Movement＇ and the Education Reform in the late 20th century. At the beginning of twentieth Century to the eve of ‘the May 4th New Culture Movement＇, Ye Shengtao joined the exploration of the education, especially took action to the education reform practice and thinking of Chinese language teaching materials and made solid foundation. After the PRC was founded in 1949, Ye Shengtao deeply thought in the critical reflection on the educational reform and educational thoughts of ancient outstanding experience of traditional education including‘Kairov Mode＇ and he summed up clearly and established his thought. Facing the development of the contemporary world, he put forward the ideas and opinions on the innovation and development of the educational reform in the new period. ‘Teaching is for not Teaching’ came into practice after the changes of the times and Ye Shengtao＇s life, its scientific connotation and cultural implication is unceasingly rich, deep, and highly summarized and the meteorological context is more incisive, more lofty and ultimately formed into the system of theory with the Chinese characteristic and original style of modern education.