对学前教育实践突破“线性时间观”的几点思考  

Some Thoughts on Breaking through the Concept of Linear Time of Pre-School Education Practice

作　　者：张斌[1] 

机构地区：[1]常熟理工学院人文学院,江苏常熟215500

出　　处：《常熟理工学院学报》2013年第6期45-48,共4页Journal of Changshu Institute of Technology

基　　金：2012年度江苏省高校哲学社会科学研究基金项目<江苏省农村学前教育资源配置研究>(2012SJB880002);2010年教育部人文社会科学研究青年基金项目<儿童精神成长研究及其教育学意义>(10YJCZH112)

摘　　要：线性时间观将时间看做是一种绝对、均质、直线式的流动体。相对论和量子物理的研究从科学上证明了该观点的局限性。线性时间观使人们形成了"前因后果"的思维方式,从教育目的和教育过程两方面束缚了学前教育实践。借助儿童发展状况记录来分班,依照幼儿内时间随时调整教育节奏,突破教育生活常规,刻意制造惊喜等,有助于学前教育实践突破线性时间观的束缚。The concept of linear time is considered as a kind of absolute, homogeneous, linear flow of body. Relativ ity and quantum physics research justify the limitations of this concept scientifically. The concept of linear time makes people form a way of thinking of ＂antecedents and consequences＂. The two aspects of education goal and ed ucation process constrain preschool education practice. The division of classes should depend on the records of the child development. The rhythm of education should be adjusted at any time in accordance with children＇s inter nal time clocks in order to break through the rules of educational life, deliberately create surprise, etc., which helps preschool education practice to break through the shackles of the concept of linear time.

关 键 词：线性时间观 儿童内时间 学前教育实践 

分 类 号：G61[文化科学—学前教育学]