变革中的学前教育:理论范式的转换——从建构主义到社会建构主义再到联结主义  

Transforming Early Childhood Education:Transformation of Theoretical Paradigm:From Constructivism to Social Constructivism and then to Connectionism

作　　者：瓦西里奥斯·伊曼努埃尔·菲纳克思 胡亿军[2] 张虹[3] Hu Yijun Zhang Hong(Institute for China German Education Research,Zhejiang International Studies University,Hangzhou,310012 Early Childhood Education Editorial Department,Hangzhou College for Kindergarten Teachers,Zhejiang Normal University,Hangzhou,310012)

机构地区：[1]德国巴伐利亚学前教育研究所,慕尼黑 [2]浙江外国语学院中德教育研究所,杭州310012 [3]浙江师范大学杭州幼儿师范学院《幼儿教育》编辑部,杭州310012

出　　处：《幼儿教育（教育科学）》2017年第6期3-8,共6页Early Childhood Education(Educational Sciences)

摘　　要：在过去的100年里，发展理论、社会文化理论、行为主义理论、批判理论、后现代建构主义理论等5种理论阐释了人类的发展和儿童的学习并指导了教育实践。随着新技术和数字化教育服务的发展，关于行为主义的联结主义以及“行动者网络理论”等新理论都被要求提供新的解释。本文从知识观、师幼角色、社会文化等角度系统阐述了这些理论的发展历程、相互区别、发展趋势及其对学前教育实践的影响。In the last hundred years, Development Theory, Sociocultural Theory, Behaviorism Theory, Critical Theory and Post-modern Constructivism Theory explained human development and children＇s learning, and guided educational practice. With the development of new technology and the digitization of educational services, theories about Connectionism of Be- haviorism and Actor-network Theory are required to provide new explanations. This paper systematically explains the devel- opment processes, the differences, the trends, and the impact of these theories on early childhood education from the perspec- fives of knowledge-based view, roles of teacher and children, and social culture.

关 键 词：建构主义 社会建构主义 行为主义 联结主义 学前教育 

分 类 号：G610[文化科学—学前教育学]