儿童哲学本土化困境及其对我国教育研究的启示  

Difficulties in Localizing Philosophy for Children and Implications to Educational Research in China

作　　者：陈荟[1] 

机构地区：[1]西南大学西南民族教育与心理研究中心

出　　处：《四川民族学院学报》2013年第2期80-84,共5页Journal of Sichuan Minzu College

基　　金：教育部人文社会科学重点研究基地重大项目"和谐社会"视域下西南民族地区基础教育均衡发展研究阶段性成果;项目编号:2007JJD880234;中央高校基本科研业务费专项资金项目"西南民族杂居区教育改革的文化适应性研究"的阶段性成果

摘　　要：从李普曼儿童哲学在我国大陆进行第一次大规模介绍至今已有十余年,但迄今为止,儿童哲学的具体实施和研究仍只存在于局部的小范围之内,受到个别团体或单位及个别学者的关注。究其原因,主要是由教育效果的后显性特征、儿童哲学自身的局限性以及"自下而上"的推广方式等多方因素所致。通过对儿童哲学本土化困境及其原因的分析、探讨,可为我国教育研究如何借鉴国外理论提供一些有益的参考。It＇s been more than 10 years since the first large--scale introduction of Lipman＇s philosophy for children in China. Up till now, however, the specific application and studies of the philosophy are still limited in a small field, and only concerned by few groups , institutions and scholars. Non--immediate influence of education, limitations of the philosophy itself, and ＂ bottom--up＂ popularization of the philosophy, all of these lead to difficulties in developing the philosophy. With the help of analyzing and discussing these difficulties and the corresponding reasons, we may find some helpful ways to refer to educational theories from foreign countries.

关 键 词：儿童哲学 教育理论本土化 教育研究方法论 

分 类 号：G610[文化科学—学前教育学]