追寻儿童科学教育的真义:对我国幼儿园科学教育的审思  

Pursue the Real Meaning of the Childhood Science Education:the Examined Thinking over the Science Education in Kindergartens of China

作　　者：王春燕[1] 

机构地区：[1]浙江师范大学杭州幼儿师范学院,杭州310012

出　　处：《幼儿教育（教育科学）》2006年第6期27-30,共4页Early Childhood Education(Educational Sciences)

基　　金：浙江省教育厅2004年度科研课题"探究.体验.发现的幼儿园科学教育理论与实践研究"(项目编号为20040813)的部分研究成果

摘　　要：回顾我国幼儿园科学教育课程设置80多年的历程,可以发现偏狭的理性主义价值观与工具主义价值观是多年来儿童科学教育课程的取向。本文在分析、批判这种取向的基础上提出儿童科学教育应以培养儿童的科学素养为其价值定位,应以探究、体验、发现为核心,以追寻儿童科学教育的真义。Tracing back the 80 year's process of the science education course setting in kindergartens of our country, the rationalism and instrumentalism is the tendency that is parochial for years' education. Through analyzing and criticizing the tendency mentioned above, the thesis put forward that the childhood science attainments should be the most significant focus in science education, and the exploring, experiencing and discovering be the essence tools to pursue the real meaning of the childhood scientific education.

关 键 词：儿童科学教育 价值取向 科学素养 

分 类 号：G610[文化科学—学前教育学]