杜威教学论(国外英语资料).doc

杜威教学论 Dewey theory of teaching Du Weichang said that learning by doing was a consequence of his philosophical understanding and his conclusion from educational practice. Here, and from his understanding. Russell, British philosopher, said in the history of western philosophy: from a strict point of view, the important point of Deweys philosophy is his critique of the traditional interpretation of truth, thus putting forward the truth theory of instrumentalism. Russell explains that most professional philosophers hold that truth is fixed and immutable, complete and ultimate. From the ancient Greek Pythagoras and Platon, people always put in mathematics multiplication table as truth samples. Dewey is different from them. He said Chongxin biological evolution, the truth is not transcendental sacred, but people adapt to the natural and social needs of the tool, is assumed by the test of practice. In addition, the traditional philosophy has always been to human beings and natural separation, the separation of the individual and society, body and mind, knowing and doing separate, resulting in dualism. On the contrary, Dewey regards human beings as a component of nature and believes that organisms are often adapted to the environment, and that individuals develop by participating in social activities. Likewise, body and mind, as well as knowledge and action, are not hostile, but interdependent. Dewey said: the thought originated in the difficult, that is the life of the people to solve problems in, only thinking, not for the sake of thinking and thinking for the truth and the truth. Truth and life need to be separated, and the search for truth can not be divorced from practical experience. This kind of pragmatic epistemology is applied in education, which means education is life, that is growth, that is, experience transformation. First of all, talk about teaching methods. The conventional wisdom is that teaching is the job of imparting knowledge. Dewey argued that it was