摘要
超前的课程内容是幼儿教育“小学化”的主要表现,其深层根源在于传统教育观与城乡教育资源不均所致的人们对于知识功利价值的渴望。围绕课程内容进行的“小学化”治理衍生出了幼儿园对学习内容与集体教学的恐惧现象。实际上,幼儿园应该正视应有的知识学习,因为知识的获得是儿童发展的关键环节。从具身认知理论来看,引导儿童身体参与学习,转变旁观的学习方式;建立支持学习的环境,让身体与环境充分互动;进行课程的合理规划与实施,深化儿童的学习经验等策略,既能避免“小学化”现象又能保证必要的知识学习。
The advanced curriculum content is an important representation of“the primary school-oriented kindergarten education”.The deep root of this phenomenon lies in people's desire for the utilitarian value of knowledge caused by the traditional educational concept and the imbalance of urban and rural educational resources.However,“the primary school-oriented kindergarten education”governance around the curriculum contents has derived the fear of learning contents and learning methods.Kindergartens should face up to the learning of due knowledge,because the acquisition of knowledge is the key link in children's development.From the perspective of embodied cognition theory,it is necessary to guide children's body to participate in learning so as to change the learning style of being an onlooker.Establish an environment that supports learning so that the body can fully interact with the environment.Reasonable planning and implementation of the curriculum to deepen children's learning experience.These strategies can not only avoid the phenomenon of“primary school-oriented kindergarten education”,but also ensure the necessary knowledge learning.
作者
石建伟
SHI Jianwei(School of Educational Science, Yangzhou University, Yangzhou, Jiangsu, 225002, P.R.China)
出处
《广东第二师范学院学报》
2022年第4期19-28,共10页
Journal of Guangdong University of Education
基金
江苏省高校哲学社会科学规划一般项目“基于具身认知的幼儿园儿童本位课程实施研究”(2021SJA1981)。
关键词
身体参与
具身认知
小学化
幼儿园课程
body participation
embodied cognition
primary school-oriented kindergarten education
kindergarten curriculum
