儿童与课程 [The Child and the Curriculum] 下载 mobi epub pdf 电子书 2024

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　　“新闻学与传播学经典丛书·英文原版系列”，选取了在新闻学与传播学历史上具有里程碑意义的大师经典名作。如传播学“四大奠基人”哈罗德·拉斯韦尔、保罗·拉扎斯菲尔德等及加布里埃尔·塔尔德、罗伯特·帕克、哈罗德·英尼斯、马歇尔·麦克卢汉、库尔特·卢因、卡尔·霍夫兰等这些学界耳熟能详的名家佳作。这些是传播学与新闻学的奠基之作，也是现代新闻学与传播学发展的基础。许多名作都多次再版，影响深远，历久不衰，成为新闻学与传播学的经典。此套丛书采用英文原版出版，使读者读到原汁原味的著作。
　　随着中国高等教育教学改革的推进，广大师生已不满足于仅仅阅读国外图书的翻译版，他们迫切希望能读到原汁原味的原版图书，希望能采用国外英文原版图书进行教学，从而保证所讲授的知识体系的完整性、系统性、科学性和文字描绘的准确性。此套丛书的出版便是满足了这种需求。亦可使学生在专业技术方面尽快掌握本学科相应的外语词汇和了解先进国家的学术发展的方向。
　　本系列丛书在原汁原味地引进英文原版图书的同时，将目录译为中文，作为对原版的一种导读，供读者阅读时参考。本系列丛书有些因为出版年代比较久远，也囿于当时印刷水平的限制，有些地方可能与现在的标准不太一致，在不影响读者阅读的前提下，我们未对其进行处理，以保证英文原版图书的原汁原味。

精彩书摘

　　《儿童与课程》：
　　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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