The Comparative Study On Rousseau’s And Dewey’s Activity Teaching Thoughts

Both Rousseau and Dewey have made an indelible contribution to the theory of activity teaching. Rousseau is the pioneer of western activity teaching thought, and his successor Dewey was considered as a synthesizer of western activity teaching who had developed, transcended and practiced Rousseau’s activity teaching thought based on critically inheritance. This thesis will study these two educators’ activity teaching thought for the concern of the connection between these two educators and similarities and differences between their thoughts.The thesis contains six parts. The first part introduces the causes and meaning of the selection of the subject, and gives a clear description to the domestic and foreign scholars study of Rousseau and Dewey. Besides, it also explains the definition of activity teaching.The second part elaborates the Rousseau and Dewey activity teaching thoughts background and the theoretical basis. Rousseau and Dewey proposed the corresponding the activity teaching concept, to the extend that is because they are under the environment of that time. Meanwhile, the two educators activity teaching thought rely on the rich theoretical basis. Rousseau’s sense empiricism, nature of philosophy, new view on children is their bases of activity teaching thought. Empiricism philosophy, instinct theory of psychology, children’s centralism is the theoretical basis of Dewey’s activity teaching thought. The third part probed into Rousseau and Dewey’s basic content of activity teaching thought.The following are the basic content of Rousseau’s activity teaching thought: the content of the activities of teaching— applying knowledge, methods activity teaching — guiding children to study independently. Dewey’s activity teaching content including: ‘learning by doing’ as the principle of teaching methods, courses based on experience and life. Promote the internal intelligence development through external activities.The fourth part and the fifth part are the central part of the thesis.They emphatically analyzed the similarities and differences between Rousseau and Dewey’s activity teaching thought. The common points are as follows: First, both attaches great importance to children’s interest and demand to the activities.Second, both emphasis learning from activities, and the curriculum should based on the children’s activities. Third, they both pay attention to inspire children do activities spontaneously.Fourth,they both attached great importance to the role of sensory experience. Finally,they all respect the nature of children,emphasizing the child-based education. Their differences are reflected in the following aspects: having different degree to social levels,application of psychology,theory and practice.The sixth part is the reference and enlightenment after comparing the two educators’ activity teaching thought. Including the following points:First,updating the course concept,setting up the appropriate activity curriculum. Second, attaching an importance to the role of experience, and strengthening the bonds of education and life.Third, emphasizing learning from the experience to students, promoting life growth.Forth,recognizing relations between teachers and students,optimizing teaching process.Fifth, paying attention to exploring and discovering learning, cultivating practice ability.