长期以来，杜威学术思想引起了国内外学界的高度重视。他的教育理论始终具有极高的研究价值。尽管国内对杜威的研究层出不穷，但关于杜威教育思想的研究，尤其是对他的兴趣观解读，目前依然存在继续研究的巨大空间。“兴趣”一词曾广泛出现在杜威早中期的教育著作中，尽管到后期逐渐减少直至消失，但杜威的兴趣观有机地联系了教育学、心理学以及哲学思想，在他的学术脉络中具有重要地位。如何理解杜威文本中所出现的兴趣，杜威所指出的真正兴趣意味着什么，这些问题在近些年已经引起了国内学术界的关注。

但杜威为什么要提倡教育者重视兴趣，这背后的初衷和目的是什么，是为了儿童，还是为了民主主义社会？目前对这一问题的认识仍然较为模糊，有待进一步思考。同时，这一问题又至关重要，直接关系到了我们对于杜威教育思想的解读方向。如果杜威只是为了儿童重视兴趣，那么将杜威教育思想归纳为以儿童为中心是无可厚非的。但是，如果杜威是为了构建民主主义的理想社会而重视兴趣，那么我们就决不能仅按照字面意思来解读他的兴趣观，这不仅容易把兴趣陷入一种肤浅化、庸俗化的理解误区，更容易给教育者带来杜威或现代教育理念就是以学生为中心的错误认知，从而给教育实践活动埋下了很多隐患。因此，杜威提出兴趣观的立场问题，具有重要的研究价值。

《杜威全集》和《杜威书信集》几乎囊括了杜威所有的文章和专著，包含了杜威与家人和师友往来的书信，极大地便利了研究杜威兴趣观的工作。本文采用历史研究法和文献分析法相结合的研究方法，通过历史的视角，分析了杜威不同时期对于兴趣的论述。

本研究认为，杜威的兴趣观是一种基于社会的、而非儿童或学生立场的教育理念。杜威希望在兴趣的引导下，学生在孩童时期能够通过学校教育的形式，较好地适应并融入真实的社会生活，未来成长为良好的美国公民，从而致力于建设新型的民主主义社会。

For a long time, Dewey's academic thought has attracted great attention from academic circles at home and abroad. His educational theory has always been of high research value. Despite the endless domestic research on Dewey, the research on Dewey's educational ideas, especially the interpretation of his interest view, still has a huge room for continued research. The term "interest" has been widely used in Dewey's early and mid-term educational writings. Although it gradually decreased to disappear in the later period, Dewey's view of interest organically links pedagogy, psychology and philosophical thoughts, and has his important position. How to understand the interest appearing in Dewey's texts and what the real interest indicated by Dewey means, these issues have aroused the attention of domestic academic circles in recent years.

But why does Dewey encourage educators to value interest? What is the original intention and purpose behind this, for children or for a democratic society? The current understanding of this issue is still relatively vague and needs further consideration. At the same time, this issue is also very important and directly related to our interpretation direction of Dewey's educational thought. If Dewey only values interest for children, then it is understandable to summarize Dewey's educational ideas as centering on children. However, if Dewey attaches importance to interest in order to build an ideal society of democracy, then we must not interpret his view of interest only literally, which not only tends to cause interest to fall into a superficial and vulgar understanding misunderstanding, but also It is easy to bring Dewey or modern educational ideas to educators because it is a student-centered misunderstanding, thus laying a lot of hidden dangers in educational practice. Therefore, Dewey raised the issue of the standpoint of interest, which has important research value.

"The Works of John Dewey" and "The Correspondence of John Dewey" include almost all of Dewey's articles and monographs, including correspondence between Dewey and his family and teachers, which greatly facilitates the study of Dewey's interest concept. This article uses a combination of historical research methods and literature analysis methods, through a historical perspective, analyzes Dewey's discussion of interest in different periods.

This study believes that Dewey's view of interest is an educational concept based on society, not on the position of children or students. Dewey hopes that under the guidance of interest, students will be able to adapt to and integrate into real social life through school education in their childhood, and grow into good American citizens in the future, thus committing to building a new democratic society.