摘要
新中国教育学的发展与凯洛夫《教育学》的导入和学习有着深刻的关联。凯洛夫《教育学》在 2 0世纪 5 0年代的中国占据着主导地位 ,5 0年代末至 60年代中期 ,我国学者对凯洛夫《教育学》与中国教育实际的适应性问题产生了质疑 ,对学习过程中的教条主义展开了反思 ,同时努力探索着教育学的“中国化”问题。 2 0世纪 60年代中期至文革期间 ,凯洛夫《教育学》被当作资本主义和修正主义教育学而大受批判 ,中国教育学的发展偏离了正常运行的轨道。改革开放后 ,凯洛夫《教育学》
The study of education in China has a history of more than 50 years. The development of Chinese education earlier this country was due to not only the active exploration and study of Chinese scholars but also to the close affiliation with the education of socialism in the former U.S.S.R in 1950s, especially to the influence and spread of Ivan Andreyevich Kairov's Pedagogy. In December 1950, Kairov's Pedagogy was first translated into Chinese and published by Xinhua Bookstore. At that time, this book was regarded as a classic work of education. It was representative of scientific and Marxist educational work of the former Soviet Union, emphasizing on the link between theory and practice. Russian and Chinese education experts and scholars made their remarkable efforts to spread and disseminate the theory of this work. Meanwhile visiting delegations and many students were sent to the Soviet Union to study the educational experience and Kairov's Pedagogy. Kairov himself was invited to China by the China Educational Science Research Institute in December 30, 1956. The visit aroused research enthusiasm of Pedagogy again. The 1956 Russian edition was the focus of attention for various kinds of scholars and researchers in China. In March 1957, People's Education Press translated the 1956 Russian edition into Chinese at the fastest speed. But the relationship between China and the U.S.S.R. was quickly taking a turn for the worse. Because of this, the social influence of the 1956 edition was limited, unlike that of the 1948 edition. However, it would never affect the position of 'the sacred educational work' as the standard or judgment of Chinese education. The climax of studying Pedagogy came around 1953. Just as mentioned above, education in the People's Republic started from the dissemination and study of Russian education, Kairov was regarded as the model of education. From the end of 1950s to the middle of 1960s, Chinese scholars began to reconsider and explore the why and wherefore of 'transforming Russian education into Chinese one', especially the problems exiting in the course of studying Kairov' Pedagogy. At the same time, doubts and questions were also raised for the correctness of the introduction of Kairov's Pedagogy to the Chinese educational practice. But the development of Chinese education deviated from the normal way because of the influence of exaggeration of class struggle till 1964 or so, Kairov' Pedagogy was criticized unfairly. Since the reform and the opening up policies of 1980s, education in the People's Republic has begun to recover and develop.
出处
《浙江大学学报（人文社会科学版）》
CSSCI
北大核心
2002年第6期115-122,共8页
Journal of Zhejiang University:Humanities and Social Sciences
基金
浙江大学"侨福"基金资助项目
关键词
凯洛夫
《教育学》
传入始末
新中国教育学
I.A. Kairov's Pedagogy
history of dissemination
education in the People's Republic of China
