中小学校园环境的教育寓意性设计探究  

Research on Educational Implied Meaning in Schoolyard Environment Design

作　　者：林刚[1] 

机构地区：[1]浙江外国语学院艺术学院

出　　处：《教育研究》2013年第3期41-46,共6页Educational Research

基　　金：全国教育科学规划教育部重点课题"中小学校园环境艺术设计的教育寓意性研究"(课题编号:GLA102068)的研究成果之一

摘　　要：在中小学校园环境设计中,有意识地融入健康的情绪情感和积极的价值观,使得校园中的各种物质载体能够对学生产生心理感染与暗示作用,是校园环境设计教育寓意性的基本内涵。在教育寓意性校园环境的建设中,需要体现自然和谐性、童趣及身心协调、历史与文化认知、学校特色、社区或乡村文化等设计原则,综合地运用这些原则,就能够为学生创建具有潜移默化教育意义的校园。In the design of schoolyard environment of elementary and secondary schools, to intentionally integrate the healthy emotion and positive Values with various kinds of material carriers in the schoolyard to bring psychological contagion and implication to students is the fundamental connotation of educational implied meaning. In the construction of schoolyard environment with implied educational meaning, we should stick to the principles of natural harmony, child interest, harmony of mind and body, history and culture knowledge, school characteristics, culture of community or countryside, etc. The educative schoolyard where students are unconsciously influenced will be constructed by applying to these principles comprehensively.

关 键 词：中小学校 校园环境 教育寓意 

分 类 号：G637[文化科学—教育学]