Dewey's stuff

Dewey's related knowledge points in the examination are mainly examined in the form of objective questions, involving dewey's views in the main figures in the founding stage of pedagogy and dewey's educational aimless theory in the theory of educational purpose, as well as Dewey's activity course theory, in the entire pedagogical knowledge system Dewey's theory runs through the whole, the test point is more detailed, so Dewey is one of the more key figures in the examination, grasping Dewey's core theory helps us get more scores in the examination.

Dewey is a famous American philosopher, psychologist and educationalist, the founder of pragmatic education theory, known by Americans as "the first person who founded American pedagogy", and is also known as the most profound and complete expression of the American spirit. Today we will sort out Dewey's main theory.

1. The essence of education

In Schools of Tomorrow, Dewey argues that "education is not about forcing children to absorb from outside, but about enabling human beings to grow innate abilities." To this end, Dewey proposed "education is life", "education is growth", "education is the transformation of experience".

Regarding "education is life", Dewey believes that life is diverse, including the life of children, the life of adults, school life, family life and social life. The main purpose of "education is life" is to overcome the gap between school life, family life and social life, so that schools can regulate children without adult activity patterns.

Regarding "education is growth", Dewey argued that the schools of the time ignored the development of children's nature, "children are placed in a passive, receptive or absorbed state", "the result is resistance and waste". He proposed that the fundamental purpose of "education is growth" is to liberate children from passive, repressed states. He believes that children's growth and development need certain internal conditions, which are children's interests, instincts, dependence and habits that have been formed, and the internal conditions must be recognized and respected in the educational process to promote the healthy growth of children.

With regard to "education is the transformation of experience", Dewey first made this interpretation of the term "experience": experience is the interaction between the organism and the environment, and education is the continuous process of reorganization and transformation of experience.

Finally, with regard to "school is society", Dewey believes that school is a unique educational environment, this unique educational environment is not and should not be a paradise far away from earthly life, but should reflect the basic appearance and form of social life and absorb healthy social life factors, so that schools become typical, pure, ideal social environment, so that children can be affected in this good, pure and healthy environment.

Tips: The growth of educational life, the reorganization and transformation of experience.

2. Curriculum theory

Based on his empiric philosophy, Dewey proposed the theory of an activity curriculum of "learning by doing" and learning from experience.

He opposed traditional education centered on the systematic transfer of cultural and scientific knowledge, and advocated that empirical active work, such as gardening, cooking, sewing, weaving, painting, etc., should occupy a clear place in the curriculum. Dewey was also well aware of the limitations of direct experience and the important role of indirect experience in the development and transformation of personal growth, so he was not opposed to indirect experience, but only to the hard indoctrination of traditional education regardless of children's ability to accept. In order to make teaching suitable for the characteristics of children's growth and development, Dewey advocated the psychologicalization of teaching materials, and in order to achieve this goal, "it is necessary to restore the teaching materials or parts of knowledge in various disciplines to the original experience, it must be restored to the original experience it has been abstracted, it must be psychologicalized."

3. Teaching methodology

Dewey pays great attention to the cultivation and training of students' thinking ability, and he requires students to master the method of scientific thinking. The way of thinking he emphasizes is also called the five-step method of thinking or the five-step method of inquiry. The specific procedures are: (1) the perceived difficulty; (2) the location and definition of the difficulty; (3) the assumption of a possible solution; (4) the reasoning to see which hypothesis can solve the problem; and (5) through observation or experiment, to confirm whether the conclusion is credible. This is actually a solution to the problem. This approach emphasizes that teaching must take into account the characteristics of the child's natural development, must take into account the child's receptivity and individual differences, and that teaching must take into account the child's interests and needs, so that the child can learn actively and actively. In My Educational Creed, he pointed out: "The question of method can ultimately be reduced to the question of the order in which children's abilities and interests develop. The rules of providing and dealing with them are the laws contained in the nature of the child himself. Not only that, Dewey also stressed that because everyone's way of doing things is different, the method of learning from doing should also reflect this difference, and only this difference can give full play to people's initiative and creativity.

4. Educational teleology

Dewey proposed the teleological doctrine of education. He opposed the outward, fixed, ultimate aims of education. In Dewey's view, the purpose of external education is imposed and does not fully take into account the instincts and needs of children; Lack of flexibility in the fixed purpose of education and inability to adapt to changing specific circumstances; The ultimate educational purpose is a theoretical fiction and hypothesis, because the world is constantly changing. "The educational process has no purpose outside itself; It is its own purpose. "Education is growth; There is no other purpose than itself. This is Dewey's most famous teleology of education.

Dewey's recipe: one democracy, two titles, three hearts and four is to do middle school, five steps without purpose.