本研究旨在探究十九世紀末至二十世紀中葉，英國新教育運動的重要發展與特色。研究者以微觀的歷史研究視角，採取以社會脈絡為詮釋角度的新史學觀點，探討這股改革傳統學校教育偏向菁英教育忽視個體自由與發展的種種弊端，以及期望解決隨工業化和都市化而來的社會問題。研究發現，英國新教育運動和美國進步主義運動，都反對強調背誦的傳統教育，重視兒童的主體性和自由發展的理念，但因國情與社會型態不同，在發展上乃展現出不同特色。大體而言，英國新教育運動並沒有一套有系統的教育哲學作為基礎，而是透過「新教育聯盟」定期的大會，以及定期發刊的《新時代教育》雜誌，宣揚兒童中心的教育觀點，介紹新教育運動期間新學校的建立與相關的教育實踐狀況，展現新教育本身自由與多元的精神，亦奠定了歐洲教育民主化的基礎，是近代教育史上重要的教育革新運動。

This study examines the major ideas and practices of the new education movement from the end of the 19th century to the middle of the 20th century in the UK. This study uses a microscopically prospective view to investigate the historical evolution of the new education movement. The traditional education system in the UKwas criticized for lacking the capability to solve industrialization and urbanization problems, excessively emphasizing on elite education, and neglecting individual freedom. Education reform thus emerged in the UK. This new education movement was similar to the progressive education movement in the US, sharing an opposition to traditional education and emphasizing the individuality of children. However, the new education movement in the UK and the progressive education movement in the US achieved different results because the national conditions and social culture varied between the two countries. Unlike the US, the UK had no systemic philosophy of education for this new education movement. However, the assembly of the New Education Fellowship showed that the new education in the UK was free and multi cultural. The journal Education for the New Era, which was published by the New Education Fellowship, recorded all the ideas and practices of new education during that period in the UK. The new schools founded during the new education movement not only encouraged the establishment of other new schools in Europe but were also effective for primary education in the UK. The new education movement thus played a vital role in the education reform in the UK.