陈鹤琴学前教育思想的生态学解读与启示  

Ecological Explanation and Reflection on Chen Heqin's Preschool Education Thought

作　　者：李斌 陈中[2] LI Bin;CHEN Zhong(College of Education, Hunan Agricultural University, Changsha, Hunan 410128;School of Teachers’Training, Hunan University of Science and Engineering, Yongzhou, Hunan 425199)

机构地区：[1]湖南农业大学教育学院,湖南长沙410128 [2]湖南科技学院教师教育学院,湖南永州425199

出　　处：《湖南第一师范学院学报》2018年第2期56-60,共5页Journal of Hunan First Normal University

基　　金：湖南省教育科学"十三五"规划学前教育研究专项课题"失衡与重构:教育信息化背景下的幼儿园课堂生态研究"(XJK16BXQ06)

摘　　要：陈鹤琴学前教育思想是一种"活教育思想",其目的论关注儿童个体对自然生态环境和社会生态环境的适应能力,强调使儿童处于合适的生态位上;课程论提出教育内容要来自生活以避免出现"花盆效应",儿童健康活动安排与要教育的生态节律保持一致;方法论重视边缘效应正向功能的发挥,关注教育生态环境的改善。从生态学视角进行解读有助于深化和拓展对其教育思想的再认识,有助于进一步思考当前的教育改革问题。Chen Heqin＇s preschool education thought is a kind of ＂living education＂thought, which is to focus on the adaptive capacity to the natural environment and the social ecological environment, stressing child in the appropriate niche. The curriculum theory requires that the content of education should come from life to avoid＂flower pot effect＂conforming with the ecological rhythm. The positive function of the marginal and the improvement of the education ecological environment are concerned by the methods. From the perspective of ecology, Chen Heqin＇s education thought is helpful to deepen and expand the cognition of his early childhood education thoughts, and also helps to further consider the current education reform.

关 键 词：陈鹤琴 活教育 生态学 教育生态 

分 类 号：G610[文化科学—学前教育学]