/ 200062 / 200050 1848 Pierre Bourdieu Jacques Dérrida Claude Lévi-Strauss Raymond Aron Jean-Paul Sartre - Maurice Merleau-Ponty 35
série 8 4 3 STMG ST2S STL STI2D STD2A STHR 2 TMD 4 1 4 4 7 11 36
Liberté égalité fraternité Emile Durkheim 2 5 17 37
16 3 1802 1808 19 20 1848 Victor Cousin 1815 38
1840 4 153 20 369 52 14% 39
19 80 dissertation 18 19 1852 Hippolyte Fortoul Jean-Baptiste Dumas 40
1 1863 1864 1866 dissertation 1870 1874 1879 1880 55% 1942 1942 5 7 1946 5 1965 Section A A L 2003 9 1 41
18 5 18 21 42
20 - - - 6 1968 5 1975 1880 APPEP Association des professeurs de philosophie de l'enseignement public APPEP GREPh Groupe de Recherche sur l'enseignement de la Philosophie GREPh GREPh 1925 43
1789 1848 7 DVP Les discussions à visée philosophique 8 44
90 45
OECD UNESCO 1953 2007 9 2011 10 1 Ministère de l'éducation National. Programme de Philosophie en Classe Terminale des Séries Générales EB /OL. http / /www. education. gouv. fr /bo /2003 /25 /MENE0301199A. htm. 2003-6-6 /2016-12-1. 2 3. M.. 2006 24 153. 4 Raffin F. Autiquet M. & Piettre B. Philosophie Terminales L ES S M. Paris Delagrave 2003. 5. M.. 2010 771. 6. M. 2004 11. 7 Ministère de l'éducation Nationale. Philosophie Instructions et Programmes M. Paris Vuibert 1964. 8 Gabriela Fiema. Le Rapport des bons élèves et des élèves en difficultés à la complexité de la philosophie mesure de leur implication dans les DVP en fonction du niveau de compétences scolaires EB /OL. http / / edso. revues. org /1456 2015-9-1 /2016-12-1. 9 10 UNESCO. La Philosophie une école de la Liberté Enseignement de la Philosophie et Apprentissage du Philosopher Etat des Lieux et Regards Pour l'avenir EB /OL. http / /www. unesco. org /new /fileadmin / MULTIMEDIA /HQ /SHS /pdf /Working_Document_Teaching_Philosophy_Milan2011_FR. pdf 2011-2-16 / 2016-12-1. 55 46
Dewey's Conceptualization of Interest from the Perspective of Relation and Growing FAN Jie & LAN Yaguo School of Educational Science Hunan Normal University Changsha 410081 China XiangJun Future Experimental School Changsha 410100 China Abstract This article shows that, different from strengthening partially on emotion and people's initiative, Dewey based his definition of interest upon the perspective of relation and growth, and argued that interest is something inter-esse, which means it can connect two far-away things together and that it is the signal and symbol of growth capacity, which can help us build an educational picture about how to grow integratively in a real world. Dewey also claimed that interest is the attitude toward new experience and thus an education of interest helps renew experiences. This article clarifies the relationships of interest with other constructs, such as emotion, knowledge, hardship, rewards and penalties, children-centered standpoint, and so forth. Key Words relation; growth; Dewey; Interest; Education 46 Tradition and Transcendence of Philosophy in French high school ZHAO Jing & CHEN Yuhua Institute of Curriculum and Instruction East China Normal University Shanghai 200062 China Changning Institute of Education Shanghai 200050 China Abstract Philosophy is a typical curriculum in French high school. From the beginning, it absorbed the essence of European classical philosophy and formed its own curriculum tradition which attaches importance to philosophical thinking, and Philosophy always occupies the top place of all the disciplines of high school and developed its own ways of curriculum practice and curriculum evaluation, such as the concepts and the category, the questioning and disputations, the dissertation, and so forth. During its development, Philosophy confronted the challenge of industrial revolution, the massification and information age of education, but Philosophy always transcends all the difficulties with the engine of the development of the trend of philosophical thoughts and curriculum development, and it contributes to the French secondary education and formation of citizenship. Key Words French high school; philosophy curriculum; historical research; discipline history 55