教科书如何兼顾地域特点和城乡差异:1910-1930年代的探索

How to Balance the Geographical Features and Urban-rural Differences in Textbooks(1910s—1930s)

1910-1930年代,主要受"实用主义"及"儿童中心"、"生活本位"等教育思想的影响,我国教育界在教科书内容如何兼顾地域特点与城乡差异以促进儿童发展上做过积极的理论和实践探索。学者们围绕教科书内容应符合儿童未来还是当下的生活经验、公共的还是地方的经验等问题展开了争论,提出了不要任何教科书而由教师自行编写、不要流行的教科书而由各地自行编写、以流行教科书为本而酌情增删、书局编印不同版本的教科书、书局编印偏向农村版的教科书等各种解决办法,同时也指出无论哪一种办法都有一定的利弊。在实践探索方面,除了多数教科书注意文字和插图内容的普适性以适合各地共同使用外,还有人专门编写了内含某一区域内容以适合单一区域使用的教科书。

From the 1910s to the 1930s,influenced by pragmatism,child-centeredness,life-orientation and other educational ideologies,China’s educators explored in both theory and practice how to balance the geographical features and urban-rural differences in textbooks to promote children's development. Debates con-tinue among the scholars whether the content of textbooks should be consistent with children's future or their life experience,shared or personal experience. Various solutions were suggested. For example,textbooks should be written by teachers rather than publishers; they should be written locally and rurally-oriented,etc. In practice,the text and illustrations in most textbooks are written for widespread use. Also,there are some special textbooks with specific contents designed for a single region.