从《纲要》到《指南》,论“五指活动”理论的时代价值  

On the New Values of the“Five Fingers Theory"

作　　者：蔡军[1] 安灵[2] 

机构地区：[1]西安文理学院幼儿师范学院,陕西西安710065 [2]西安交通大学医学院第一附属医院幼儿园,陕西西安710061

出　　处：《教育与教学研究》2014年第4期112-115,共4页Education and Teaching Research

基　　金：2012年教育部人文社会科学青年基金项目"西部农村幼儿园转岗教师生存状态与专业发展研究"(编号:12YJC880003);2012年西安市社会科学规划基金项目"西安农村幼儿园转岗教师生存状态与专业发展研究"(编号:12WL18)

摘　　要：以陈鹤琴"活教育"理论中的五指活动理论为线索,从教育内容、主导观念、基本思想、教师地位、教育评价、组织实施等方面入手,分析其在《幼儿园教育指导纲要(试行)》中所体现的历史价值;还从框架结构、教育目的、幼儿的主体地位、课程实施、学习特点出发,剖析其在《3-6岁儿童学习与发展指南》中的时代价值。《幼儿园教育指导纲要(试行)》是对五指活动的继承和发展,《3-6岁儿童学习与发展指南》是对五指活动的发展和创新。五指活动理论通过《幼儿园教育指导纲要(试行)》和《3-6岁儿童学习与发展指南》,彰显了新的时代价值。Based on the five fingers theory proposed by Cheng Heqin in the famous ＂living education＂ ,the paper analyzes the historical values of five fingers theory in Guidelines for Kindergarten Education （for trial implementation） from the aspects of education content, predominant idea, basic idea, teachers＇ status, education evaluation, organization and implementation. Furthennore, the paper gives an in - depth analysis of the em value of the theory＇s application in Guidelines for 3 - 6 Year Old Children＇s learning and Development from the aspects of frame structure, purpose of the education, principal status of the children, curriculum implementation and the learning features. Study shows that the Guidelines for Kindergarten Education （for trial implementation） is the inheritance and development of five fingers activities theory while the Guidelines for 3 - 6 Year Old Children＇s Learning and Development is the development and innovation of this theory. Five fingers activities theory Demonstrates its new em value through its role in the Guidelines for Kindergarten Education （for trial implementation） and the Guidelines. for 3 - 6 Year Old Children＇s Leaming and Development.

关 键 词：陈鹤琴 学前教育 五指活动 《幼儿园教育指导纲要(试行)》 3—6岁儿童学习与发展指南 幼儿主体 

分 类 号：G619.21[文化科学—学前教育学]