“学习场”:营造促进儿童发展的情境  

Learning Field: An Environment to Promote Children' Development

作　　者：舒康云[1] 金荷华[2] 

机构地区：[1]楚雄师范学院物电系,云南楚雄675000 [2]江苏第二师范学院文学院,江苏南京210013

出　　处：《江苏教育学院学报（社会科学版）》2013年第4期1-6,141,共6页Journal of Jiangsu Institute of Education(Social Science)

基　　金：江苏省高等教育教学改革资助课题"打造学术性与师范性有机统一的语文课程与教学论精品课程"(项目编号:2011JSJG151);江苏省教育科学研究院;江苏教育学院"十二五"规划研究课题"基于教师专业发展的语文课程衔接研究"(项目编号:Jsie2011yb08)

摘　　要："场"最早由英国物理学家法第引入,1935年勒温(Kurt Lewin)提出"场域"概念,并认为作为群体中的一员,群体氛围或群体气氛对个人的发展很重要,群体中每个成员之间彼此会互相影响并具有交互依存的动力;我国教育学专家钟启泉先生提出了"学习场"理念。通过梳理"学习场"的概念内涵,阐述了教师与"学习场"的关系、"学习场"对儿童发展的意义;并强调在"学习场"建构中,要处理好儿童与学习资料、儿童与同伴、儿童与教师及教师与同事之间的关系等,说明"学习场"是营造促进儿童发展的情境。The concept of 'field' was first introduced by the British physicist Michael Faraday. In 1935 Kurt Levin proposed the Field Theory,believing that group atmosphere is very crucial to the development of each member who influences and depends on each other. Afterwards,Mr. Zhong Qiquan,a Chinese educational expert,came up with the idea of 'learning field'. This article,based on the connotation of the concept 'learning field',elaborates on the relationship between teachers and the learning field and its significance to the Children's development. In addition,this article also lays stress on the importance of handling the relationship between children and the learning materials,that between children and their peers,that between children and their teachers,as well as that between the teachers and their colleagues during the process of creating a learning field,and further puts forward that learning field is an environment to promote children's development.

关 键 词：学习场 学习情境 儿童发展 

分 类 号：G610[文化科学—学前教育学]