John Dewey’s Pragmatlc Theory Of Education And The Contemporary Chinese Teaching

Since1980s，with the reform and development in ideological andcultural field, the educational thoughts and practices of John Deweyand his followers has been evaluated objectively and it surely has beenmore and more concerned by scholars. Since1990s, the study of JohnDewey and his theories has changed from a general introduction to awider and deeper level, and the achievement is fundamental andmeaningful. The breakthrough points of this thesis are the coreconcepts of John Dewey’s Pragmatic Theory of Education, i.e.Education is life, Education is growth, and Education is reformingexperience. And the representative Chinese teaching educators withtheir extraordinary educational thoughts, which reflect John Dewey’seducational thoughts in the deep level, are the instances and proofs tothe influence and development brought by John Dewey’s pragmatictheory of education in contemporary Chinese teaching.The main part of the thesis consists of three chapters:ChapterⅠ: To introduce the core of John Dewey’s pragmatictheory of education and its influence in China by presenting theintroduction and development of the theory in the early time anddiscoursing the three core concepts of John Dewey’s PragmaticTheory.ChapterⅡ: To discourse the research and application of the threecore concepts in contemporary Chinese teaching field.ChapterⅢ： To analyze the guidance effect brought by JohnDewey’s pragmatic theory of education in contemporary Chineseteaching from two aspects:1. Knowledge and Skills Educating,2.Ideological and Ethical Educating.