情境教育四十年的回顾与前瞻  

Retrospect and Prospect of the Situational Education in the Past 40 Years

作　　者：王灿明[1] WANG Can-ming(School of Educational Science,Nantong University,Nantong 226019,China)

机构地区：[1]南通大学教育科学学院

出　　处：《南通大学学报（社会科学版）》2020年第2期132-140,共9页Journal of Nantong University:Social Sciences Edition

基　　金：国家社会科学基金一般项目“情境教育与儿童创造力发展的实验与研究”(BHA120051);江苏省教育科学规划重点课题“儿童情境学习与创新能力发展的研究与实验”(B-b/2018/01/50)

摘　　要：情境教育是我国基础教育改革的一颗璀璨明珠,它兴起于新时期,发展于新世纪,深化于新时代。李吉林从古典文论“意境说”中汲取理论精华,历经四十余年的不懈奋斗,构建蕴含本土气息与创新精神的情境教育体系,为创建具有中国特色的教育学派提供了一个成功范例。情境教育探索虽集中于小学阶段,但在学前教育、中学教育、职业教育乃至特殊教育领域也得到了应用,展现出广阔的发展前景。站在新的历史起点上,全面深化情境教育,应该加强学前情境教育研究,拓展情境智慧教育探索,尽快建立情境教育学学科体系。As a pearl of China’s basic education reform,the situational education was proposed in the new times,developed in the new century,and prospered in a new era.Li Jilin obtained the essence of the theory from the classical literary theory of"the artistic conception".After the 40 years of unremitting struggle,she has constructed a situational education system with local characteristics and the innovation spirit,which provided a successful example for the creation of the educational school with chinese characteristics.Although the exploration of the situational education is mainly in the primary schools,it has also been applied in the preschools,the middle schools,the vocational schools and even the special education schools,demonstrating a broad development prospect.From the new historical starting point,as the requirement of comprehensively deepening the situational education,it is necessary to strengthen the study of the situational education in the preschools,expand the exploration of situational intelligence education,and establish a discipline system of the situational education.

关 键 词：基础教育 情境教育 李吉林 

分 类 号：G426[文化科学—课程与教学论]