二十世纪世界范围内的教育改革孕育了主体性教育。自一二十世纪五十年代起,世界迎来了一个教育思想大改革时代,布鲁纳的“学科结构”与“发现法”原理,布卢姆的“掌握学习”理论、赞可夫的“教学与发展”实验,巴班斯基的“教学过程最优化”理论,阿莫纳升利等的“合作教学”及罗杰斯的“非指导性教学”,无一不是把学生的主体性发展放在中心地位;在我国,由于文化价值取向上长期受传统的儒家文化的影响,教育理论上受赫尔巴特、凯洛夫理论的影响.教育方针政策上受计划经济的影响,形成了独特的“客观性教育”,因此有人曾经说过,我们的教育中“没有儿童”,我们的教育学是 The educational reforms in the world in the 20th century gave birth to subjective education. Since the 1950s, the world has ushered in an era of education and reform, Bruner’s “discipline structure” and “discovery” principle, Bloom’s “mastery learning” theory, Zankov’s The “Teaching and Development” experiment, Babinsky’s “Optimization of Teaching Process” theory, “Cooperative Teaching” by Amona Shengli and Rogers’ “non-instructive teaching” are all related to the development of students’ subjectivity. In the center, in China, because of the long-term influence of traditional Confucian culture on the cultural value orientation, the theory of education is influenced by Herbart and Kelloff theories. The education policy is influenced by the planned economy, forming a unique Because of the “objective education”, someone has said that our education has “no children” and our pedagogy is