【作者】 崔佳；

【导师】 宋耀武；

【作者基本信息】 河北大学 ， 教育史， 2019， 博士

【摘要】 杜威是身跨哲学、心理学、教育学三大领域的杰出学者,他丰富的研究成果、广泛的研究范围、高深的洞察能力、智慧的人格特征,对后世影响巨大。杜威被认为是现代教育的代言人,在教育史上具有重要的地位。作为20世纪最具原创力和最伟大的教育思想家之一,杜威十分重视心理学与教育学之间的结合,将其心理学思想作为解释和发展其教育思想的重要工具。同时,心理学是推进教育科学发展的关键因素,“教育以心理学为基础”作为一条“定律”已被广泛接受。心理学与教育之间所存在的基础性内在联系是至关重要的课题。因此,本论文以杜威心理学思想为研究对象,以发生学方法、文献研究法、历史研究法、比较分析法等为研究方法,通过纵向逻辑分析,梳理出杜威心理学思想的演变历程,探讨杜威教育思想如何随其心理学思想的演变而发展,为进一步探究杜威教育思想及其发展历程提供了一个新的视角。杜威心理学思想具有丰富的情境内涵和个人特色,在其一生的不同阶段,其心理学思想的关注点也在不断地发生变化。本文以杜威具有代表性的心理学相关著述的核心思想作为分期的主要依据,将杜威心理学思想的演变历程分为四个主要时期:哲学心理学时期、机能心理学时期、教育心理学时期、社会心理学时期。在哲学心理学时期,杜威几乎完全在研究人们是如何认识事物,关注心灵、意识、物质和事物,他将心理学看作是对知识进行研究的独特方法。杜威认为心理学通过假设绝对意识在个体中的实现和显现,最终提供了对现实真实本质的描述。在机能心理学时期,杜威持有一种反分析的论调,反对将行为分析为基本的感觉-运动元素,提出从整体、协调的视角来看待意识和行为,并从目的和功能的角度去理解它们。在教育心理学时期,杜威因其课程心理学化、教材心理学化和思维与教学方法的心理学化为世人所熟知。他反对忽视儿童不同发展阶段的身心特点,倡导科学的儿童主体观,提倡以儿童的利益为驱动,平衡社会与个体、教师与儿童、课程与儿童、方法与儿童之间的关系。在社会心理学时期,杜威的入世精神更加强烈,他提出交互心理学,将环境看作有机体行为的一部分,认为环境包含在行为之中,而非仅仅是引发有机体行为的中介。交互心理学反映在个体与社会中的关系为社会可以塑造个体,个体也可以重建社会。杜威心理学思想的演变是一个跳跃性变化的过程,从哲学心理学时期到机能心理学时期,实现了从执着于绝对统一概念到采纳有机统一概念的跳跃;从机能心理学时期到教育心理学时期,实现了从专于理论阐释到涉足教育实验的提升;从教育心理学时期到社会心理学时期,则实现了从学校教育范畴到社会发展范畴的拓展。但杜威心理学思想在关注点跳跃变化的特征下隐藏着一个明显的共性特点,即杜威的心理学服务于教育。杜威始终对教育执着,希望整个社会的发展都建立在稳定、有效、健康的教育基础之上,而实现这样的教育发展,与杜威对心理学的兴趣是不可分离的。在杜威心理学思想的影响下,其教育思想也在不断发展变化。杜威的教育目的观逐渐从关注个体发展到关注社会责任:在哲学心理学时期,主张教育要培育个体的开放性精神;在机能心理学时期,主张教育要推动个体实现潜能;在教育心理学时期,主张教育要促进个体全面生长;在社会心理学时期,主张教育要培养个体的社会责任感。杜威的课程观逐渐从关注课程设置到关注课程实施:在哲学心理学时期,课程设置强调体系整合;在机能心理学时期,课程设置强调耦合衔接;在教育心理学时期,倡导以儿童为中心实施课程;在社会心理学时期,倡导以变化的社会秩序为中心实施课程。杜威的教育管理观逐渐从关注内部发展到关注内外互动:在哲学心理学时期,倡导学校为女性提供平等受教育机会;在机能心理学时期,倡导学校发展教育学学科,培训教育专家;在教育心理学时期,强调学校要确保教师的教育自由权;在社会心理学时期,强调学校要团结公众和社会团体。更多还原

【Abstract】 Dewey is an outstanding scholar in philosophy,psychology and pedagogy.Whether his high-yielding research results,wide-ranging research scope,his profound insightful ability,or his personal characteristics of wisdom,has a far-reaching impact on later generations.Dewey is regarded as the spokesman of modern education and plays an important role in the history of education.As one of the most original and greatest educational thinkers in the 20 th century,Dewey attached great importance to the combination of psychology and pedagogy,and he took his psychological thought as an important tool to explain and develop his educational thought.In addition,psychology is the key factor to promote the scientific development of education.It seemed that "education is based on psychology" has been widely accepted as a "law".It is a vital subject of the fundamental internal connection between psychology and education.Therefore,the paper takes Dewey’s psychological thought as the research object,and takes genetic method,literature research method,historical research method and comparative analysis method as the research methods.Through the longitudinal logic analysis,the paper points out the evolution course of Dewey’s psychological thought,and probes into how Dewey’s educational thought changes with the evolution of his psychological thought,which provides a new perspective for further exploring Dewey’s educational thought and its development course.Dewey’s psychological thought has rich situational connotation and personal characteristics.At different stages of Dewey’s life,the focus of his psychological thought is also changing.Based on Dewey’s core psychological thought in his representative works in different periods,this study divides the evolution process of his psychological thought into four stages: the period of philosophical psychology,functional psychology,educational psychology and social psychology.In the period of philosophical psychology,Dewey’s psychology was almost entirely concerned with how people perceive things,and with mind,consciousness,as well as substance and entities.He regarded psychology as a unique way to study knowledge.Dewey holds that psychology,by assuming that absolute consciousness is realized and manifested in individuals,ultimately provides a description of the true nature of reality.In the period of functional psychology,Dewey held a counter-analytical view.He objected to divide behavior into basic sense-motion elements.Dewey put forward to view consciousness and behavior from a holistic and coordinated perspective,and to understand it from the perspective of purpose and function.In the period of educational psychology,Dewey is well known to the world for curriculum psychologization,textbook psychologization and the psychologization of thinking and teaching methods.He opposed neglecting the physical and mental characteristics of children at different stages of development.He advocated a scientific concept of children’s subjectivity and balancing the relationship between society and individuals,teachers and children,curriculum and children,methods and children driven by children’s interests.In the period of social psychology,Dewey’s spirit of being involved in the material world became more and more intense.He proposed interactive psychology,which regards environment as a part of organism’s behavior and considers environment as a part of behavior,rather than merely an intermediary to trigger organism’s behavior.Interactive psychology reflects the relationship between individuals and society,that is,society can shape individuals,and individuals can rebuild society.The evolution of Dewey’s psychological thought is a process of leaping change.From the period of philosophical psychology to the period of functional psychology,it has realized the change from clinging to the concept of absolute unity to adopting the concept of organic unity.From the period of functional psychology to the period of educational psychology,it has realized the promotion from specializing in theoretical interpretation to involve in the educational experiments.And From the period of educational psychology to the period of social psychology,it has realized the expansion from the school education category to the social development category.However,under the process of leaping change of Dewey’s psychological thought,there is an obvious common feature.That is,Dewey’s psychology serves education.Dewey remained committed to education,he hoped that the development of the whole society would be based on stable,effective and healthy education.However,the realization of his hope is inseparable from Dewey’s interest in psychology.With the influence of Dewey’s psychological thought,his educational thought is also changing.Dewey’s view of educational purpose gradually changed from focusing on individual development to social responsibility.In the period of philosophical psychology,Dewey advocated that education should cultivate individual’s open mind.In the period of functional psychology,Dewey advocated that education should promote individuals to realize their potential.In the third period,the period of educational psychology,Dewey considered that education should promote the overall growth of individuals.And in the period of social psychology,it is believed that education should cultivate individual’s sense of social responsibility.Dewey’s concept of curriculum gradually changed from focusing on curriculum setting to curriculum implementation.In the period of philosophical psychology,in Dewey’s view,the curriculum emphasized system integration,and in the period functional psychology,the curriculum emphasizes coupling to connect.In the period of educational psychology,Dewey advocated that the implementation of curriculum should focus on children.And last in the period of social psychology,Dewey advocate the implementation of curriculum should center on the changing social order.As for Dewey’s concept of educational management,it gradually developed from focusing on the internal development to concerning to the internal and external interaction.In the period of philosophical psychology,Dewey advocated that schools should provide equal educational opportunities for women.In the period of functional psychology,Dewey emphasized the development of pedagogy discipline and training education experts in schools.In the period of educational psychology,Dewey advocated that schools should ensure teachers’ educational freedom.And in the period of social psychology,Dewey stressed that schools should unite with the public and social groups.更多还原