摘要
20世纪30年代,方与严界定了“生活教育”是全人的、整个的、不分阶级的教育,明确将个人和团体共同作为“生活教育”的主体;他从“生活教育”的产生背景、创始者、三大主张、六大运动等方面进行全方位考察和论述,形成了较为完整的“生活教育”研究体系,提出了“生活教育”的未来出路和设想。这是他在自觉意识下围绕陶行知展开的“生活教育”史研究,作为即时史学研究的典型个案,对当下中国教育史研究的重要启示和借鉴意义在于:既拓展了中国教育史的研究空间,也留下了关于当时参与“生活教育”运动的普通人的宝贵记录,成为可供现代人深入研究的重要历史文本。
In the 1930s,Fang Yuyan defined the “life education”as a whole-person education for all the people and considered that individual and group should be the joint subjects of “life education”. Based on the comprehensive analysis on the background,founder,“three major propositions” and “six major movements”,he introduced his vision on the future development of the “life education”,and therefore established a comparatively complete research system on “life education”. As a typical case of instant historiography research,the important enlightenment and reference significance for the current research of Chinese education history is that it not only expands the history of Chinese education,but also leaves a valuable record of the ordinary people who participated in the “life education” movement at that time,which makes his research become an important historical text for us to study the “life education” in depth.
作者
吴涛
Wu Tao(Liaoning Normal University,Dalian 116029,China)
关键词
即时史学
中国教育史
方与严
陶行知
生活教育
Instant historiography
History of Chinese education
Fang Yuyan
Tao Xingzhi
life education
