为了儿童学习的课程--中国情境教育学派李吉林情境课程的建构  

Curriculum for Children's Learning——School of Situated-education in China and Li Jilin's Situated-curriculum

作　　者：裴新宁[1,2] 王美[3] 

机构地区：[1]华东师范大学教育科学学院 [2]华东师范大学学习科学研究中心 [3]华东师范大学认知与心理科学学院

出　　处：《教育研究》2011年第11期89-94,103,共7页Educational Research

基　　金：全国教育科学“十一五”规划2006年度教育部重点课题“情境教育与儿童学习的实验与研究”(课题编号:DHA060129);上海市浦江人才计划资助项目(2008,C类)的研究成果

摘　　要：从学习科学视角分析中国情境教育学派李吉林情境课程,可以看到该课程体系的基本特点是:课程设计以学习者为中心,课程实施建基于优化的学习情境,课程目标以发展儿童理解力为核心价值追求,重视儿童道德性、社会性和智力性的整合发展,善用非正式环境作为拓展的心智源泉以促进儿童的卓越。在教学策略层面,李吉林情境课程将学术性知识的系统性、学习活动的操作性、审美教育的愉悦性融为一体,强调创设优化的学习情境,激起儿童热烈的情绪,促发与给养儿童的主动参与。Li Jilin＇s situated-curriculum belongs to the school of situated-education in China from the perspective of learning sciences. Several fundamental characteristics of the system of Li Jilin＇s situated-curriculum have been explored. First, the curriculum design emphasizes learner-centered. Second, the curriculum implement is based on the creation of optimized learning situation. Third, the development of children＇s understanding is set as key value of the curriculum goal. Fourth, the integration of the development of morality, sociality, with intelligence is emphasized in the curriculum. Fifth, informal learning environment has frequently been used as one of mind resources for children＇s learning with an aim to facilitate children to achieve excellence through the curriculum. With respect of the instructional strategies, Li Jilin＇s situated-curriculum inspires children＇s enthusiastic exnotional enrollment as well as affords and advances children＇s active participation through the creation of optimized learning situation, discovering the harmonious interaction of academic knowledge system, operational learning activity, and pleasant aesthetics education.

关 键 词：学习 学习科学 课程改革与发展 中国情境教育 李吉林情境课程 

分 类 号：G423[文化科学—课程与教学论]