Question 1: What is the core of Dewey's pragmatic teaching theory? Dewey is the third American pragmatism master after Peirce and James, and the most important representative of American pragmatism philosophy. "Usefulness is truth" is a classic expression of Dewey's pragmatic philosophy. In the past, philosophy was composed of ontology, epistemology and axiology, which answered three questions: what, why and what's the use. Dewey believes that the question of what is should be solved by science, not philosophy. "Why" and "What's the use" are two sides of the same question. People often know things from their own standpoint, and the purpose of knowing things is to use them for us. Therefore, pragmatic philosophy denies the objectivity of laws and only believes in human experience. Human experience is the standard to measure truth. What is useful is truth, and what is useless is fallacy. The diversity of things obliterates the commonality of things, the variability of things obliterates the eternity of things, and the value form of things replaces the substantive form of things. Pragmatic philosophy is essentially a philosophy of value based on idealistic world outlook and epistemology. Dewey believes that the significance of philosophy lies in solving real life problems. The biggest problem people faced at that time was education. Therefore, he equated philosophy with education. Since his philosophy is a philosophy of value, his philosophy of education is also a philosophy of educational value. His educational philosophy provides a theory for solving educational problems.

Dewey once said, "If I completely replaced' instrumentalism' with' technology' when I put forward the characteristics of science as a kind of knowledge, I might avoid many misunderstandings." Although Dewey has no works devoted to technology, all his works are full of criticism of technology. Different from the usual understanding, Dewey uses "technology" to describe all kinds of human activities, which means that human beings use various inquiry tools as a means to solve various problems when facing various difficulties. Therefore, technology is the exploration of tools and skills.

Question 2: What is Dewey's pragmatic education theory? On the basis of his philosophical, sociological and psychological theories, Dewey comprehensively expounded his pragmatic education view. To sum up, it mainly includes the following aspects:

(1) About the essence of education. Dewey discussed the essence of education from various angles many times in his own educational theory. His views on the essence of education can basically be summarized by three important arguments he put forward, namely, "education is growth", "education is life" and "education is the continuous transformation of experience".

(2) About the purpose of education. Dewey discussed the problem of educational purpose from many aspects, the most important of which is his discussion of "education has no purpose"

(3) Basic principles of teaching. The core of Dewey's educational theory system is his teaching theory, and "learning by doing" is the basic principle of all his teaching theories.

Question 3: Who are the representatives of pragmatic pedagogy? Pragmatic pedagogy is an educational trend of thought that rose in the United States at the beginning of the 20th century. Its representative figures are American philosophers and educators Dewey and kilpatrick (187 1- 1965). Representative works include Dewey's Democracy and Education, Experience and Education, and Ke Qubo's Design Teaching Method.

Dewey is the founder of pragmatic pedagogy in the 20th century and the main representative of modern education. Dewey's educational thoughts are as follows: ① Dewey summarized the essence of education as "education is life, education is growth, and education is the transformation and reorganization of experience". As for the purpose of education, he thinks that education "does not go beyond its purpose", and the purpose of school education is to ensure the growth of children through the power of organization. (3) In the relationship between teachers and students, he advocates taking children as the center. (4) Consistent with his basic education viewpoint, he advocated "learning by doing" and activity classes in teaching, and strengthened the unity of * * * method and teaching materials, the unity of purpose and activity, and the unity of wisdom and inquiry, thus forming a teaching thought of taking children as the center, activity classes and learning by doing.

Question 4: Is Pragmatism Pedagogy Modern Pedagogy Pragmatism Pedagogy is a school of modern pedagogy.

Reference:

Five schools of modern pedagogy:

1, experimental pedagogy. Experimental pedagogy is an educational theory that used experimental methods to study children's psychological development and education, which rose in some European and American countries at the end of 19 and the beginning of the 20th century. The representative figures are German educators Man Mei and Rai. The main viewpoints of experimental pedagogy are as follows: first, it opposes Herbart's pedagogy that emphasizes conceptual speculation, because it cannot test the advantages and disadvantages of educational methods; Second, advocate the application of experimental psychology to educational research to make educational research truly "scientific"; Thirdly, the educational experiment is divided into three stages, and a hypothesis is put forward for a certain problem. According to the hypothesis, the experimental scheme is made and the experiment is carried out, and the experimental results are applied to educational practice to prove its correctness. Fourthly, it is considered that educational experiments should be carried out in real school environment and teaching practice activities, which is different from psychological experiments carried out in the laboratory; Fifth, it advocates the use of experimental, statistical and comparative methods in educational research. Experimental pedagogy has greatly promoted the development of educational science, but it also has its limitations. Educational purposes and other issues related to the choice of value judgment cannot be solved by experimental methods. Moreover, its successors exaggerated the scientific quantification method as the only method of education and scientific research, and embarked on the wrong path of "scientism". At present, there is also a tendency of "scientism" in the field of educational research in China. Some people "play" with science and oppose qualitative research and action research. They think it is wrong to lack "scientificity".

2. Cultural pedagogy. Cultural pedagogy, also known as "pedagogy of spiritual science", is an educational theory that appeared in Germany at the end of 19. Its representatives are Dilthey and springer. The basic viewpoints of cultural pedagogy: first, man is a cultural existence, and human history is a cultural history; Second, the object of education is people, and education is carried out under a certain social and historical background. Therefore, the process of education is a historical and cultural process; Third, because education is a historical and cultural process, it can't be carried out by "conceptual speculation" of rationalism and "experimental method" of scientism, but by means of understanding and explanation; Fourthly, the purpose of education is to cultivate a complete personality, and the main ways are "training" and "awakening", on the premise of establishing a harmonious dialogue between teachers and students. However, cultural pedagogy has a strong speculative atmosphere and a strong philosophical color in the discussion of many issues, and it is difficult to put forward targeted and operable suggestions when solving practical problems. At present, the curriculum reform in China is greatly influenced by this kind of cultural pedagogy: the concept is good, but the operability is not strong.

3. Pragmatic pedagogy. Pragmatic pedagogy is an educational trend of thought that rose in the United States at the end of 19 and the beginning of the 20th century. It is a typical "American version" of pedagogy, which has a great influence on education all over the world in the 20th century. Its representative figures are Dewey and others. Pragmatic pedagogy was put forward by Hai on the basis of criticizing the traditional pedagogy represented by Herbart. Its main points are as follows: first, education is life, the process of education and the process of life are integrated, and education is not "preparing for life"; Second, education, that is, personal experience continues to grow; Third, the school is an embryonic society, in which students should learn what the real society needs; Fourth, the organization of courses should be centered on students' experience, not on scientific knowledge system; Fifth, the relationship between teachers and students is centered on children, not teachers. Sixth, the teaching process should attach importance to students' independent discovery, performance and experience and respect students' individual differences. However, there are three "neglects" in pragmatic pedagogy, namely, ignoring the study of systematic knowledge, the leading role of teachers and the characteristics of schools. Therefore, it has always been criticized, especially the former Soviet artificial earth satellite, and the Americans beat Dewey with backward science and technology boards. These, I am afraid, are also the tendencies that we need to pay attention to in the curriculum reform. The new curriculum has many good educational ideas, many good ideas, many good plans and many good goals. However, we should not repeat Dewey's three "neglects".

Humanism and Education, the representative work of Dewey, an American pragmatic educator, has had a far-reaching influence in the world. Dewey advocates that children should be the center instead of teachers, and activity courses should be used instead of subject teaching. In his view, "people's initial knowledge and the most unforgettable knowledge are all about how to do it", so it is necessary to set up a considerable environment for students in school to learn while doing things. Accordingly, he put forward "education is life" and "education is growth", ...

Question 5: Subject-centered curriculum theory includes () A. Social reformism B. Pragmatism C. Essentialism D. Existentialism C. Essentialism.

Subject-centered curriculum theory includes essentialism theory.

Question 6: What does Dewey's "pragmatism" philosophy mainly mean? Dewey's reinterpretation

A Review of Modern Education Exploration ―― Dewey and Pragmatic Education Thought

bright red

There is a resounding name in the history of modern education in the world, which is still heard after a hundred years. "John, this is? Dewey ". Dewey has received extensive attention in every corner of the world, in countries with different social systems and in different historical periods. The emergence of this situation can't be said to be unprecedented, but it is probably unprecedented. Whether we praise him or vilify him, respect him or despise him, it does not prevent him from being one of the greatest educators in human history, and he has left a valuable legacy for mankind in educational theory and practice. These heritages have become the common wealth of mankind, and even if human society enters the information age, they still have value that cannot be underestimated. Studying Dewey and learning from Dewey can be said to be the basic course for every educator.

The Exploration of Modern Education ―― Dewey and Pragmatic Educational Thought (hereinafter referred to as Exploration) is the research result of the national key project of educational science in the Ninth Five-Year Plan undertaken by Professor Shan Zhonghui of East China Normal University. After 20 years of sharpening the sword, I have long thought about Dewey's pragmatic education thought and paid attention to relevant scientific research achievements, and used the opportunity of studying abroad to collect information extensively. He can endure loneliness and the hard work of studying hard at a cold window, and wrote this excellent book on Dewey's educational thought for readers. As the responsible editor of this book, I was fortunate to be its first reader. I feel that this book has three important features. First of all, the context clearly reveals the formation process of Dewey's educational thought system. Secondly, it comprehensively and objectively evaluates Dewey's theory and clarifies some misunderstandings about Dewey. Thirdly, the author has mastered a wealth of literature, many of which appeared in China academic circles for the first time. Because of the rich literature, the author can be justified and justified.

First, Dewey's exploration process of modern education

The book Exploration clearly shows the whole process of Dewey's educational thought from formation to development and maturity, thus vividly presenting readers with a strong man who pursues truth unremittingly.

The author reveals the beginning of Dewey's academic career from his college days and professor career. This period is an important period for Dewey to mature academically and finally establish pragmatic educational thought.

Dewey's college career has been in university of vermont and John? Hopkins University completed. While studying in university of vermont, Dewey decided to make philosophy research his lifelong career. In Johns? During his doctoral studies at Hopkins University, he fully demonstrated his potential as a scholar and teacher. This school is the first research university in America. In this school with a strong academic atmosphere, Dewey contacted many scholars who inspired him greatly and participated in a wide range of academic activities and research, thus strengthening his determination to engage in philosophical research. It was in this school that Dewey began to think about a new kind of psychology. As the author points out in this book, "In a sense, John? Hopkins University ... nourished Dewey in every way.

Dewey's career as a university professor began at the University of Michigan. From the University of Michigan to the University of Chicago, and then to Columbia University, this is a road for Dewey to mature academically, which opens the process for Dewey to go from the United States to the world.

The University of Michigan is the foundation stage of Professor Dewey's career. At this stage, he accumulated rich teaching experience and published many research results. Broadened the research field, and primary and secondary education became an important research field in his future. During the 10 years when Dewey worked at the University of Chicago, he combined philosophy, psychology and pedagogy, founded the world-famous experimental school-Dewey School, conducted educational experiments with great influence at home and abroad, and began to construct his pragmatic educational thought. The author of this book believes that Dewey completed the transformation from a philosopher to an educator at this stage. The period of teaching at Columbia University was the heyday of Dewey's career. The author of the book points out that Dewey's philosophical thought has fully matured during this period, and finally formed a complete system of his pragmatic educational thought; Dewey's academic position as a world-famous philosopher and educator has been established and widely recognized. During this period, Dewey became the most influential and profound world-class educator in modern times through his overseas students, his personal visits and the translation and publication of his works.

The author of Exploration traces Dewey's growth and development, and allows readers to study Dewey's educational thought along the development track of Dewey's thought ...

Question 7: The argument of Dewey's pragmatic pedagogy is that Dewey's pragmatic pedagogy is (education is life, school is society, learning by doing).

Question 8: Who first spread Dewey's pragmatic education thought in China? Dewey stands for pragmatic education, which, together with the "progressive education" in western Europe, opposes traditional education and becomes a new school of education. They advocated replacing teachers' center with children-centered, replacing subject teaching with activity courses, criticizing that traditional education is divorced from the reality of students' lives and ignoring students' interests and needs, and put forward slogans such as "education is life", "school is society" and "learning by doing", which formed a perfect pragmatic educational ideology and became the representative of "modern education school". Tao Xingzhi put forward some life education theories that are contrary to Dewey's theory, such as "building an all-round extended democratic society through all-round extended education", "life is education", "society is school" and "teaching and learning are integrated". John? John. Dewey is a famous pragmatic philosopher and educator, who founded the ideological system of pragmatic education and is known as the "pragmatic giant". Tao Xingzhi is a great people educator in China. 19 15, when he was 24 years old, he majored in education management in Teachers College of Columbia University, and Dewey was his tutor. As Dewey's favorite pupil, Tao Xingzhi made a comprehensive study of Dewey's educational thought. After returning to China, according to the current social situation in China, he launched a mass education movement, inherited and developed Dewey's education thought, and founded a modern education theory with life education as the main line. By comparing Dewey's and Tao Xingzhi's educational thoughts, this paper further analyzes Tao Xingzhi's inheritance, development and innovation of Dewey's educational thoughts, highlights the modern value of Tao Xingzhi's educational thoughts, and promotes the in-depth development of learning pottery. We make a comparative study from the following five aspects: First, Dewey's views on the relationship between school and society are twofold: First, from the perspective of school organization, he believes that schools should become a small society and a primary society, and carry out activities with various homework that reflects the life of the big society. School is a form of social life, which simplifies social life and restores it to an embryonic state, presenting children's current social life. The second is the social function of school education. Dewey believes that the social function of school education is to improve the adjustment function first. He pointed out that school education is the basic method of social reform for social progress. School education is an adjustment in the process of sharing social consciousness, and the adaptation of individual activities based on this social consciousness is the only reliable method of social transformation; Secondly, the social function of school education is a continuation function, that is, school education is a continuation tool of social life. Through education, the behavior, thoughts and emotional habits of the older generation can be passed on to the new generation; Thirdly, the coordination function of school education is to coordinate the relationship between individuals and society, make individuals become "members of society" to maintain "a democratic and progressive society" and ensure that social changes will not bring chaotic thoughts and habits; Finally, the training function of school education is to cultivate the ability of personal life and cooperation with others. Based on the present situation of American capitalist society at that time, Dewey analyzed the relationship between school and society, which fully reflected his reformist social thought. Tao Xingzhi made a somersault on the relationship between Dewey's school and society, and put forward that "society is school". The school he refers to has two meanings: one is a specialized school; The second refers to people's living places. Tao Xingzhi's definition of "society is school" is to find a feasible way to popularize mass education and improve the quality of the people from the national conditions of China at that time. Tao Xingzhi believes that the organizational form of a school should be: (1) a school connected with social life. This school takes the blue sky as the top, the earth as the bottom, and 28 dormitories as the walls. Everyone is a teacher, a student and a classmate. Form a large education system including family education and social education. (2) the center of transforming society. Tao Xingzhi put forward the slogan of "four million", including "creating one million schools and transforming one million villages". Tao Xingzhi expounded the role of school education from the perspective of saving the nation from extinction. He thinks: ① School education is a weapon, a weapon for the liberation of the nation and the people, and the most reliable and effective weapon for mobilizing the people. He emphasized the use of education to ignite the fire of life in China and release the light of life in China. (2) school education should improve the quality of the nation, make people transform every day, make progress every day, and walk on the good road every day; ③ School education should make China democratic and prosperous, and "teach people to create a wealthy society, not wealthy individuals". In order to give full play to the social function of education, Tao Xingzhi worked hard all his life and personally founded Anhui Public School, Xiaozhuang Normal School, Shanhai Engineering Group, Yucai School, Social University and Cave School. Explore the laws and ways of the connection between school education and society and build Renmin University ... >; & gt

Question 9: Who is the representative of activity curriculum theory? Dewey.

Bruner: Representative of Subject-centered Curriculum Theory

Dewey, the representative figure of experience-centered curriculum theory (children's center, activity center)