The thesis is consisted of five parts : first , the history environment of america when dewey formed his thoughts of vocational education : the great change that had happened in america society after the civil war , the rising of pragmatism which believes that the truth or value of a conception or something depends upon its practical bearing . upon human interests , and the widely receiving of the thought of labor education coming from europe 南北战争以后，美国国内的社会发生了巨大的变化：生产的发展，科学技术的应用，人口的剧增，各种社会问题的产生，教育思潮的变迁，强调概念或事物的价值在于它对于人生利益的实际效果的实用主义的兴起，欧洲教育思潮的涌入，都迫使美国国内职业教育必须改革，以适应社会形势的发展需要。
As nobody takes about education trend of thought of anarchism , the author makes a simple and sure answer . lt is important and indispensable to make a progress for china education in the early of 20 century . why is it development and eclise in china ? what does it make a difference to china educationtwhich education trend of thoughts does relate to it 由于无政府主义教育思潮的提法鲜见，所以在论文的引言部分，作者就对无政府主义教育思潮? ?这个命题能否成立的问题，作了简单的、肯定的证明。其后通过对无政府主义教育思潮进行详细地分析和论证，进而得出了无政府主义教育思潮是中国近现代教育思潮发展史上一段不可或缺的环节，它发挥着承前启后的作用。
In order to picture the tourist routes , the third part of the dissertation finds out three threads at three different spheres - - the educational system , the educational practice and the educational ideas . they are as follows : from institutional schooling to life - long learning in the constructing of educational system , from teaching - centered to learning - centered in transferring of the focus of educational practice , from learning to be to learning to live together in the deepening of educational ideas . these three scenes and three routes compose of a relatively complete tourist picture 为了标出游览路线，论文第三部分沿着从外到内的思路分别理清教育制度、教育实践和教育观念三个层面的发展脉络：在教育制度层面上，战后国际教育思潮经历了教育体系的不断建构的过程，从制度化学校教育到终身教育再到终身学习：在教育实践层面上，战后国际教育思潮经历了教育实践重心的转移过程，从以教为核心到以学为核心；在教育观念层面，战后国际教育思潮经历了教育观念的逐步深化过程，从学会生存到学会共存。
