兒童與課程 [The Child and the Curriculum] 下載 mobi epub pdf 電子書 2025

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[美] 約翰·杜威（John Dewey） 著

齣版社： 中國傳媒大學齣版社

ISBN：9787565721250

版次：1

商品編碼：12256801

包裝：平裝

叢書名： 新聞學與傳播學經典叢書·英文原版係列

外文名稱：The Child and the Curriculum

開本：32開

齣版時間：2018-01-01

用紙：膠版紙

頁數：29

字數：36000

正文

內容簡介

　　“新聞學與傳播學經典叢書·英文原版係列”，選取瞭在新聞學與傳播學曆史上具有裏程碑意義的大師經典名作。如傳播學“四大奠基人”哈羅德·拉斯韋爾、保羅·拉紮斯菲爾德等及加布裏埃爾·塔爾德、羅伯特·帕剋、哈羅德·英尼斯、馬歇爾·麥剋盧漢、庫爾特·盧因、卡爾·霍夫蘭等這些學界耳熟能詳的名傢佳作。這些是傳播學與新聞學的奠基之作，也是現代新聞學與傳播學發展的基礎。許多名作都多次再版，影響深遠，曆久不衰，成為新聞學與傳播學的經典。此套叢書采用英文原版齣版，使讀者讀到原汁原味的著作。
　　隨著中國高等教育教學改革的推進，廣大師生已不滿足於僅僅閱讀國外圖書的翻譯版，他們迫切希望能讀到原汁原味的原版圖書，希望能采用國外英文原版圖書進行教學，從而保證所講授的知識體係的完整性、係統性、科學性和文字描繪的準確性。此套叢書的齣版便是滿足瞭這種需求。亦可使學生在專業技術方麵盡快掌握本學科相應的外語詞匯和瞭解先進國傢的學術發展的方嚮。
　　本係列叢書在原汁原味地引進英文原版圖書的同時，將目錄譯為中文，作為對原版的一種導讀，供讀者閱讀時參考。本係列叢書有些因為齣版年代比較久遠，也囿於當時印刷水平的限製，有些地方可能與現在的標準不太一緻，在不影響讀者閱讀的前提下，我們未對其進行處理，以保證英文原版圖書的原汁原味。

精彩書摘

　　《兒童與課程》：
　　What we need is something which will enable us to interpret, to appraise, the elements in the child's present puttings forth and fallings away, his exhibitions of power and weakness, in the light of some larger growth-process iii which they have their place. Only in this wa}' can we discriminate. If we isolate the child's present inclinations, purposes, and experiences from the place they occupy and the part they have to perform in a developing experience, all stand upon the same level; all alike are equalh good and equally bad. But in the movement of life different elements stand upon difl:erent planes of value. Some of the child's dceds are symptoms of a waning tendency; thcv are survivals in functioning of an organ which has done its part and is passing out of vital use. To give positive attention to such qualities is to arrest development upon a lower level. It is svstematicallv to maintain a rudimentary phase of growth. Other activities arc signs of a culminating power and interest; to them applies the maxim of striking while the iron is hot. As regards them, it is perhaps a matter of now or never. Selected, utilized, emphasized, thcy may mark a turning-point for good in the child's whole career; neglected, an opportunity goes, never to be recalled. Other acts and feelings are prophetic; they represent the dawning of flickering light that will shine steadilv only in the far future. As regards them there is little at present to do but give them fair and full chance, waiting for the future for definite direction.
　　Just asP upon the whole,it was the weakness of the "old education" that it made invidious comparisons between the immaturity of the child and the maturity of the adult, regarding the former as something to be got away from as soon as possible and as much as possible; so it is the danger of the "new education" that it regard the child's present powers and interests as something finally significant in themselves. In truth, his learnings and achievements are fluid and moving. They change from day to day and from hour to hour.
　　It will do harm if child-study leave in the popular mind the impression that a child of a given age has a positive equipment of purposes and interests to be cultivated just as they stancl. Interests in reality are but attitudes toward possible experiences; they are not achievements; their worth is in the leverage they afford, not in the accomplishment they represent. To take the phenomena presented at a given age as in any way self-explanatory or self-contained is inevitably to result in indulgence and spoiling. Any power, whether of child or adult, is indulged when it is taken on its given and present level in consciousness. Its genuine meaning is in the propulsion it affords toward a higher level. It is just something to do with.
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