幼小衔接中的启蒙反思--以卢梭的自然教育为视角  

Reflection on the Enlightenment in the Transition from Kindergarten to Primary School:From the Perspective of Rousseau’s Nature Education

作　　者：都辰 黄进[1] Du Chen;Huang Jin(College of Educational Science,Nanjing Normal University,Nanjing,210097)

机构地区：[1]南京师范大学教育科学学院,南京210097

出　　处：《幼儿教育》2021年第21期12-16,共5页Early Childhood Education

基　　金：2020年江苏省研究生科研创新计划项目“儿童发展视域中的幼小衔接研究”(项目批准号:KYCX20_1211);教育部卓越幼儿园教师培养计划项目“鹤琴之旅--研究型幼儿园教师培养”(项目批准号:PPZY2015004)的研究成果之一。

摘　　要：启蒙性是早期儿童教育的应有特征。幼小衔接教育中对启蒙的理解存在歧义。卢梭的自然教育主张教育应遵循自然的法则。他的儿童教育思想以反启蒙、反理性的面目出现。而反观自然教育理念,这种肯定人的感性,即对理性睡眠期的呵护,恰恰彰显了启蒙教育的真正内核。以知识学习为导向的启蒙教育理念成为当下幼小衔接教育的主流模式,“启蒙”被知识学习所替代,被打上了工具理性学习的烙印。卢梭的自然教育思想可以成为我们反思幼小衔接问题的思想资源。Enlightenment is the key characteristic of early childhood education.There are confbsion and ambiguity in the understanding of the enlightenment.Rousseau's natural education advocates that education should follow the laws of nature.His thought of children's education appears as anti—enlightenment and anti—rationality,while in contrast to the concept of natural education,this affirmation of human sensibility,that is,the care of rational sleeping period,just shows the real core of enlightening education.The concept of knowledge—based learning has become the mainstream mode of children's enlightenment education in the transition from kindergarten to primary school.“Enlightenment”has been replaced by knowledge—based learning marked with the brand of rational learning.Rousseau’s nature education can become an ideological resource for us to reflect on the transition to primary school.

关 键 词：卢梭 自然教育 启蒙 幼小衔接 

分 类 号：G612[文化科学—学前教育学]