驗證還是質疑:美國教育學界對蒙臺梭利教育的批判

摘要： 20世紀初,蒙臺梭利的教育思想與實踐在美國出現(xiàn)了短暫而集中的傳播,這一過程始終伴隨著美國教育學界對蒙氏教育的質疑與批判,目前國內外對這些質疑與批判的深入分析還不多見。當時在美國教育學界占主流的教育心理學者、進步主義教育學者和福祿貝爾主義者大多對蒙臺梭利教育持批判態(tài)度,他們從哲學與心理學基礎、課程體系兩個層面批判蒙臺梭利教育,認為其理論落后于時代,其課程體系忽視了幼兒的社會性發(fā)展和想象力,限制了幼兒的自由。這些批判反映了美國教育學界對外來理論不盲從的謹慎態(tài)度,并促進了蒙臺梭利教育的美國化。當前我國教育學界在引入西方教育理論時熱衷于闡釋、驗證,幾乎沒有批判、質疑的聲音,這種狀況不利于原創(chuàng)性教育理論的提出。為改變這種狀況,我國教育學者首先應樹立文化自信,以平等的心態(tài)和視角看待西方教育理論,其次應在反思性批判的基礎上對外來教育理論辯證吸收、大膽揚棄,最后應扎根中國的教育實踐,才能更好地吸收西方教育理論的精華,促進原創(chuàng)性教育理論的產生。
At the beginning of the 20 th century,Montessori's educational thought and practice disseminated to the United States in a short and concentrated way. This process was always accompanied by the questioning and criticism of Montessori education in the American educational circles. The in-depth analysis and inspiration of the questioning and criticisms are currently lacking in domestic and foreign research.Most of the educational psychologists,progressive education scholars,and Froebelians who dominated the American educational community were critical to Montessori education. American education scholars criticized Montessori education from two levels: fundamentals of philosophy and psychology, curriculum system.They believed that Montessori education 's theory lagged behind the times,and the curriculum system ignored young children's sociality,imagination and freedom. These criticisms reflected the cautious attitude of the American educational scholars who didn't blindly follow the imported theory,and promoted the Americanization of Montessori education. At present,China's educational academics are keen to interpret and verify when introducing western educational theories. This situation is not conducive to the creation of original educational theories. In order to change this situation,the Chinese educational scholars should first establish cultural self-confidence,treating western educational theories with an equal mindset and perspective;second discriminate and absorb the foreign educational theories on the basis of reflective criticism;third root in China's educational practice. In this way can the scholars better absorb western educational theories' essence and promote the creation of original educational theories.