美国进步教育运动的理论家--杜威(Dewey, a theorist of progressive education movement in the United States).docVIP

美国进步教育运动的理论家--杜威(Dewey, a theorist of progressive education movement in the United States).doc

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美国进步教育运动的理论家--杜威(Dewey, a theorist of progressive education movement in the United States)

美国进步教育运动的理论家--杜威(Dewey, a theorist of progressive education movement in the United States) Dewey, a theorist of progressive education movement in the United States Progressive education movement in the United States In the late twentieth Century and early nineteenth Century, there was a huge and far-reaching educational reform movement in American educational circles, which was the progressive education movement. Its emergence has its historical inevitability. By the end of the nineteenth Century, the United States had developed from an agricultural society into an industrial society and became a capitalist country. The development of industry, the rise of science, the turbulent society and the progress of European educational theories have shaken the foundation of American traditional education, and finally made the progressive education movement flourish. The progressive education movement in the United States can be broadly divided into three stages. From 1870s to twentieth Century, the first 10 years were the rising phase of sports. This stage is characterized by the emergence of a group of innovative educators, setting up experimental schools aimed at reforming the old education. Among them, Parkes Quincy school, Deweys Chicago experimental school and Johnsons organic education school were the most influential. Parke was praised as the father of progressive education, and his Quincy school experiment marked the beginning of the progressive education movement. Parke, who served as secretary of education in Quincy, mass., in 1875~1880, presided over the Quincy school experiment and became known throughout the United States as the Quincy system. According to his education to make children adapt to school, without making the children adapt to school principle, put forward to the school childrens activity center, increase of games and activities, the use of visual object teaching, to cultivate childrens ability of self-expression. The experiment focuses on training

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