幼儿园运动在美国（1856—1920）
发布时间：2018-12-28 20:46
【摘要】：19世纪中叶,德国教育家福禄培尔的幼儿园教育思想及幼儿园机构传入进美国。在随后半个世纪中,美国社会开始了极具历史意义的转型,工业飞速发展,移民逐渐增多,民主社会的建立和民族融合的需要都对教育提出了新的要求,尤其是幼儿教育,因为它的教育年龄对象是最容易受到影响的幼儿。除了社会客观需要以外,也有一些幼儿教育工作者在理论上不断探索,试图改变福禄培尔原始的幼儿园思想以适应美国本土文化,使得福禄培尔主义幼儿园在美国的发展过程中不断转变,最终成为美国化幼儿园。本论文以福禄培尔主义思想在美国幼儿园界历史地位的变迁为内在主线,系统梳理从19世纪50年代到20世纪20年代的美国幼儿园运动,并对其发展转变进行总结与分析。 论文共分四个部分。第一部分介绍了幼儿园在传入之前美国的幼儿教育状况,为整篇论文提供了一个大背景。第二部分主要描述了幼儿园在美国的传入过程,美国第一所幼儿园和第一批幼儿园的建立情况和影响。第三部分以福禄培尔主义思想在美国幼儿园中的历史地位为主线,分三个时期阐述了从19世纪60年代到20世纪20年代之间美国幼儿园的发展情况。其中,以皮博迪和比洛为代表的初期,是福禄培尔主义思想在幼儿园中占主导地位的时期;之后,以慈善幼儿园为标志,福禄培尔主义在幼儿园实践中遇到了更多的现实问题,受到了多方面质疑,同时,霍尔的儿童研究,使得美国教育界开始挑战福禄培尔思想,其在幼儿园教育理论中的主导地位开始动摇,只是还没有新的理论将其彻底取代;到了19世纪末20世纪初,进步主义、实用主义成为了美国教育学界的主流,以杜威为代表的教育家开始对福禄培尔的思想进行彻底地颠覆,并在其基础上建立了自己的幼儿教育理论。至此,福禄培尔主义思想在美国幼儿教育界的主导地位彻底丧失。第四部分则主要总结了19世纪50年代到20世纪20年代,这70年中美国幼儿园实现了哪些转变,并同时分析其原因。文中着重从美国社会转型的时代背景、美国本土教育理论的迅速发展、幼儿教育协会的推动和影响等几个方面进行分析。 对面临幼儿教育本土化的中国来说,美国幼儿园运动问题的探讨具有重要的借鉴意义。本论文期望探讨美国幼儿教育的最初发展和转变,能有助于丰富我国幼儿教育经验,引发我国幼儿教育理论者对影响幼儿教育因素的深度思考。同时对这方面问题的系统考察进一步促进外国教育史的学科建设,拓展这方面的研究。
[Abstract]:In the middle of the 19 th century, German educator Frouber's kindergarten education thought and kindergarten institutions were introduced into the United States. In the following half century, American society began a transformation of great historical significance. The rapid development of industry, the increasing number of immigrants, the establishment of a democratic society and the need for ethnic integration all put forward new requirements for education, especially early childhood education. Because its education age is the most vulnerable young children. In addition to the objective needs of society, there are also some early childhood educators who continue to explore in theory, trying to change Froubel's original kindergarten ideas to adapt to the native American culture. In the process of the development of Froubelian kindergarten in the United States, it changed constantly and finally became the American kindergarten. Taking the historical position of Frombelian thought in American kindergarten as the main line, this thesis systematically combs the American kindergarten movement from the 1850s to the 1920s, and summarizes and analyzes its development and transformation. The thesis is divided into four parts. The first part introduces the status of preschool education in the United States before the introduction of kindergartens, which provides a background for the whole thesis. The second part mainly describes the introduction of kindergartens in the United States, the establishment of the first kindergarten and the first group of kindergartens and the impact. The third part, taking the historical position of Froubelian thought in American kindergartens as the main line, expounds the development of American kindergartens from the 1860s to the 1920s. Among them, the initial period represented by Peabody and Biro was the dominant period of Frombelian thought in kindergarten. Later, with charitable kindergartens as the symbol, Frombelian encountered more practical problems in kindergarten practice and was questioned in many ways. At the same time, Hall's study of children made the American education community begin to challenge Froubels thought. Its dominant position in kindergarten education theory began to waver, but there is no new theory to replace it completely; By the end of the 19th century and the beginning of the 20th century, progressionism and pragmatism had become the mainstream of American educational circles. Dewey's educationists began to subvert Froubels' thoughts. And on the basis of its own theory of early childhood education. At this point, Froubelian ideology in the United States the leading position of early childhood education completely lost. The fourth part summarizes the changes of American kindergartens from the 1850s to the 1920s, and analyzes the reasons. This paper focuses on the background of American social transformation, the rapid development of American native education theory, the promotion and influence of the Association of early Childhood Education and so on. For China, which is facing the localization of preschool education, the discussion of American Kindergarten Movement is of great significance. This paper hopes to discuss the initial development and transformation of American early childhood education, which can help to enrich the experience of early childhood education in our country, and lead the theorists of early childhood education to think deeply about the factors that affect the early childhood education. At the same time, the systematic investigation of this problem further promotes the discipline construction of the history of education in foreign countries and expands the research in this field.
【学位授予单位】：华东师范大学
【学位级别】：硕士
【学位授予年份】：2005
【分类号】：G619.712
本文编号：2394415
[Abstract]:In the middle of the 19 th century, German educator Frouber's kindergarten education thought and kindergarten institutions were introduced into the United States. In the following half century, American society began a transformation of great historical significance. The rapid development of industry, the increasing number of immigrants, the establishment of a democratic society and the need for ethnic integration all put forward new requirements for education, especially early childhood education. Because its education age is the most vulnerable young children. In addition to the objective needs of society, there are also some early childhood educators who continue to explore in theory, trying to change Froubel's original kindergarten ideas to adapt to the native American culture. In the process of the development of Froubelian kindergarten in the United States, it changed constantly and finally became the American kindergarten. Taking the historical position of Frombelian thought in American kindergarten as the main line, this thesis systematically combs the American kindergarten movement from the 1850s to the 1920s, and summarizes and analyzes its development and transformation. The thesis is divided into four parts. The first part introduces the status of preschool education in the United States before the introduction of kindergartens, which provides a background for the whole thesis. The second part mainly describes the introduction of kindergartens in the United States, the establishment of the first kindergarten and the first group of kindergartens and the impact. The third part, taking the historical position of Froubelian thought in American kindergartens as the main line, expounds the development of American kindergartens from the 1860s to the 1920s. Among them, the initial period represented by Peabody and Biro was the dominant period of Frombelian thought in kindergarten. Later, with charitable kindergartens as the symbol, Frombelian encountered more practical problems in kindergarten practice and was questioned in many ways. At the same time, Hall's study of children made the American education community begin to challenge Froubels thought. Its dominant position in kindergarten education theory began to waver, but there is no new theory to replace it completely; By the end of the 19th century and the beginning of the 20th century, progressionism and pragmatism had become the mainstream of American educational circles. Dewey's educationists began to subvert Froubels' thoughts. And on the basis of its own theory of early childhood education. At this point, Froubelian ideology in the United States the leading position of early childhood education completely lost. The fourth part summarizes the changes of American kindergartens from the 1850s to the 1920s, and analyzes the reasons. This paper focuses on the background of American social transformation, the rapid development of American native education theory, the promotion and influence of the Association of early Childhood Education and so on. For China, which is facing the localization of preschool education, the discussion of American Kindergarten Movement is of great significance. This paper hopes to discuss the initial development and transformation of American early childhood education, which can help to enrich the experience of early childhood education in our country, and lead the theorists of early childhood education to think deeply about the factors that affect the early childhood education. At the same time, the systematic investigation of this problem further promotes the discipline construction of the history of education in foreign countries and expands the research in this field.
【学位授予单位】：华东师范大学
【学位级别】：硕士
【学位授予年份】：2005
【分类号】：G619.712
【引证文献】
相关期刊论文 前1条
1 冀永慧;严仲连;;中美幼儿园个性教育之比较[J];黑龙江教育学院学报;2011年05期
相关博士学位论文 前1条
1 张宇;美国联邦政府干预学前教育的历史演进研究[D];东北师范大学;2010年
相关硕士学位论文 前1条
1 周冠环;二战后美国联邦政府学前教育投资研究[D];华东师范大学;2010年
，本文编号：2394415
本文链接：https://www.wllwen.com/jiaoyulunwen/yejy/2394415.html
最近更新
教材专著
