摘要
实地化教育是一种在西方国家兴起的,让教学回到"土地"的尝试。加拿大作为最早在K-12学校推行实地化教育的国家之一,已经构建出相对成熟的实施框架和教学体系,而且越来越多的大中小学将其纳入学校课程。通过对不列颠哥伦比亚省三个实地化教育案例的目标、内容、方法和评价进行考察分析,发现加拿大实地化教育的实施具有强烈的"在地化"特征,并与"向地化"取向保持统一,具体包括本土取向的近身性、场地取向的实践性、成长取向的主体性和问题取向的反思性。此外,它也呈现出"意识化"批判不明显和"学科化"配置不均衡两点不足。作为一种新兴的教学理念,实地化教育的未来发展还将不断调整以应对诸多挑战。
Place-based education is an experiment,originated from western countries,to bring pedagogy back to land.As one of the earliest counties that carry out place-based education,Canada has formed the sound implementation structure and pedagogical system,and many schools and universities have incorporated it into their curriculums.Based on analysis the aims,contents,methods and evaluations of three cases in British Columbia,the findings show that the implement of place-based education in Canada embodies the character of "place-rooted",consistent with "place-oriented",specifically including indigenousness-oriented vicinity,place-oriented practicality,grow-upness-oriented subjectivity and problem-oriented reflectivity.Meanwhile,there are two disadvantages of lacking critical conscientization and imbalanced disciplines.As a burgeoning educational philosophy,place-based education in future has to constantly adjust itself to deal with more and more challenges.
作者
王乐
孙瑞芳
WANG Le;SUN Ruifang(School of Education,Shaanxi Normal University,Xi'an Shannxi 710062;School of Education,Central China Normal University,Wuhan Hubei 430079)
出处
《比较教育研究》
CSSCI
北大核心
2021年第8期48-55,共8页
International and Comparative Education
基金
国家社会科学基金教育学青年课题“场馆境脉中家庭教育发生机制与优化策略研究”(课题批准号:CAA190240)。
