The new curriculum reform- pragmatism is not practical.docVIP

 PAGE \* MERGEFORMAT 45 The new curriculum reform: pragmatism is not practical Abstract: The Dewey’s pragmatism Educational Thought and the New Curriculum Reform in China the concept of fit in theory there should be a number of respects, but in practice, due to both social traditions, different cultural backgrounds there is significant segregation. Different from the practical value of traditional Chinese and Western orientation, revealing the grass-roots educational theory researchers and practitioners in their respective New Curriculum Reform in the actual performance, analysis of social transition, the community-based and individual-based reasons for a double alienation, to clarify how the current practice of the New Curriculum Reform Positioning educational purposes of “social-oriented” and “personal-oriented” relationship between the two. Integration of Chinese and Western traditions and values to provide a number of practical suggestions for the “pragmatic” ideas in the new curriculum reform in the real “practical” up to provide some reference. 1, of the problem Pragmatism educational thinking is the late 19th century early 20th century with the rise of pragmatism in the United States of philosophy and function of psychology-based education thinking, John Dewey (J. Dewey) are important representatives. Dewey’s pragmatic educational philosophy of education reformist ideology advocating the concept of traditional education, critical theory, emphasizing the needs of children as an educational starting point, to the end-result of the needs of society as an educational advocate “Education is life”, “school or community”, focusing on “doing secondary schools “, advocate an experimental spirit and action research. China’s new round of curriculum reform in elementary education, Dewey’s pragmatism educational thinking because there are many fit the new curriculum reform of the Department, which has again been praised. However, the new curricu