为思维而教:李普曼儿童哲学的教学意蕴  

Teaching for the Sake of Thinking:Teaching Implications of Lipman's Philosophy for Children

作　　者：李凯[1] 杨秀秀 LI Kai;YANG Xiuxiu(Institute of Curriculum and Instruction,East China Normal University,Shanghai 200062,China)

机构地区：[1]华东师范大学课程与教学研究所,上海200062

出　　处：《外国教育研究》2019年第5期16-29,共14页Studies in Foreign Education

基　　金：2016年教育部人文社会科学重点研究基地重大项目"基于核心素养的课程整合"(项目编号:16JJD880022)

摘　　要：马修·李普曼儿童哲学的一个关键概念就是群体探究,它既作为儿童哲学的教学方法,亦是一种教育理念。从李普曼儿童哲学的理论渊源讲,表现为以对话的方式促进思考、思维是教育过程的核心、立足儿童经验促进思维与教学主题的相遇。其重要指向在于为思维而教,尤其强调重塑学校教育实践,追求教育从标准范式走向反思范式;关注思维发展,力求从单一走向多维,关注学生的批判性、创新性、关爱性思维的培养。就实践层面而言,儿童哲学课程得以落地,思维得以可教,关键在于构建包容与共享型课堂形态,形成探究性主题式课程的设计,转变教师的角色,构建符合儿童的探究路径。Community of inquiry is a key concept in Lipman’s Philosophy for Children(P4 C),which is not only a teaching method,but also an educational concept. Lipman’s Philosophy for Children has profound theoretical origin,which is manifested as promoting thinking through dialogue and thinking as the core of education process,and promoting the meeting of thinking and teaching themes based on children’s experience. Its important direction lies in teaching for thinking,especially in reconstructing the practice of school education and pursuing education from standard paradigm to reflective paradigm. Pay attention to the development of thinking,strive to move from single to multi-dimensions,and pay attention to the cultivation of students’ critical,innovative and caring thinking. How can Philosophy for Children curriculum be effectively carried out and how can thinking be taught?It is necessary to construct inclusive and shared classroom form,form the design of inquiry themed curriculum,change the role of teachers,and form an inquiry path suitable for children.

关 键 词：马修·李普曼 儿童哲学 群体探究 整合 反思 

分 类 号：G4002[文化科学—教育学原理] G40712[文化科学—教育学]