幼儿园自然教育的背离与回归  

Deviation and Return of Nature Education in Kindergarten

作　　者：卢娅柠 闵慧祖 徐莹莹[1] LU Yaning;MIN Huizu;XU Yingying(College of Education Science,Nanjing Normal University,Nanjing 210097,China)

机构地区：[1]南京师范大学教育科学学院,江苏南京210097

出　　处：《河南科技学院学报（社会科学版）》2021年第4期46-51,共6页Journal of Henan Institute of Science and Technology

基　　金：国家社科基金教育学科国家一般项目“我国非营利性民办园制度建设研究”(BFA170056),主持人:王海英。

摘　　要：自然中蕴含着广阔的生命与经验,对于幼儿适应社会的生活能力和生活方式的学习有着重要的价值。然而,随着城镇化的加快,幼儿园幼儿与自然关系的建立受到活动空间与时间的不足、与自然接触机会减少以及自然课程的缺乏的影响,导致幼儿与自然的分割。究其原因发现,当前幼儿园自然教育受到政策的指导缺失、科技的快速发展、家长的自我观念以及对自然环境意义的不充分认识等影响,这都造成了幼儿与自然渐行渐远。因此,加强幼儿与自然的联系需要协同政府、社会和家庭三者的力量,不断完善幼儿与自然联系的多元化渠道和方式,拓宽幼儿了解的机会;从环境审视入手,创设多样化的自然课程,充分利用幼儿的兴趣,从而促进幼儿与自然和谐共生关系的建立。Nature,rich in a wide range of life and experience,is important for children to adapt to the social life ability and lifestyle of learning.However,with the acceleration of urbanization,the establishment of the relationship between children and nature in kindergartens is affected by the lack of space and time for activities,the reduction of contact opportunities with nature and the lack of nature courses,leading to the division between children and nature.It is found that the current nature education in kindergartens is affected by the lack of policy guidance,the rapid development of science and technology,parents'self-concept and inadequate understanding of the significance of natural environment,which all result in children's gradual distance from nature.Therefore,strengthening the connection between children and nature requires the synergy of the forces of government,society and family to continuously improve the diversified channels and ways for children to contact nature,and broaden the opportunities for children to understand;creating a variety of natural courses from the environmental review and making full use of children's interests,so as to promote the establishment of harmonious symbiotic relationship between children and nature.

关 键 词：幼儿 幼儿园 自然环境 自然课程 自然活动 

分 类 号：G610[文化科学—学前教育学]