学前教育特殊性辨析及其对学前教师的必然要求  

On the Special Nature of Preschool Education and the Requirements for Preschool Teachers

作　　者：赵南[1,2] 

机构地区：[1]<学前教育研究>杂志社,湖南长沙410100 [2]长沙师范学院,湖南长沙410100

出　　处：《湖南师范大学教育科学学报》2015年第6期79-86,共8页Journal of Educational Science of Hunan Normal University

基　　金：湖南省教育科学"十二五"规划课题"儿童支点教育理论与实践研究--基于个体终生自主发展的视角"[XJK014CJC004];湖南省哲学社会科学"十二五"规划成果立项课题"卢梭教育哲学思想内在困境及当代超越研究"[14CGA001]

摘　　要：人们通常从教育对象的特殊性出发论证相应教育阶段的特殊性,由此学前教育的特殊性一般被归为"保教并重""以游戏为主"等。然而仔细分析,可以发现这种论证缺乏科学性与严谨性。当前我国学前教育真正不同于其他教育阶段的地方是它实现了教育目的与教育目标的完全统一,所以它必然要求其教师直面儿童,并切实具备直面儿童的勇气与智慧。这才是学前教育真正不同于其他阶段教育的特殊性,虽然在中国文化背景下实践此本质要求并不容易,但这是对教育本真追求的确证,可以为我国未来中小学教育改革提供有益的借鉴。Traditional principles are insisted by preschool education,such as the equal importance of care and education, and the priority of games, which are not the real particularity of preschool education. The difference of today’s preschool education in China differs from other educational stages is that it has achieved the complete unification of the education purpose and goal. So preschool teachers should interact with children face to face. Although it is not easy to take it into practice under the background of Chinese culture,it is the inevitable requirement of true education. The future educational reform of Chinese primary and middle school could learn much from it.

关 键 词：直面儿童 学前教育 教育阶段 

分 类 号：G610[文化科学—学前教育学]