Child-centered learning编辑历史

Child-centered learning (also known as student-centered learning) is an educational approach that places the interests, needs, and developmental stage of the child at the core of instructional design and classroom practice. In contrast to teacher-directed models, it emphasizes active participation, choice, and intrinsic motivation, with the teacher acting as a facilitator or guide. Rooted in progressive education theories—such as those of John Dewey, Maria Montessori, and Jean Piaget—this method prioritizes hands-on exploration, collaborative problem-solving, and individualized pacing. It is widely applied in early childhood and primary settings, though its principles extend to secondary and even adult education.

## 1 Historical and philosophical foundations

### 1.1 Progressive education movement
The progressive education movement emerged in the late 19th and early 20th centuries as a reaction against rigid, formalized schooling. It advocated for experiential learning, democracy in the classroom, and attention to the whole child.

#### 1.1.1 John Dewey and learning by doing
John Dewey (1859–1952) argued that education should be grounded in real-life experiences and active inquiry. His concept of “learning by doing” held that students learn most effectively when they are engaged in hands-on projects that connect to their own interests and communities. Dewey’s laboratory school at the University of Chicago became a model for child-centered practice.

#### 1.1.2 Maria Montessori and prepared environments
Maria Montessori (1870–1952) developed a method based on observing children’s natural developmental tendencies. She designed “prepared environments” with child-sized furniture and self-correcting materials that allow children to choose their own activities. The Montessori approach emphasizes independence, freedom within limits, and respect for the child’s psychological development.

### 1.2 Constructivist learning theory
Constructivism posits th