学前情境教育促进儿童创造力发展:原理、机制与路径  

Pre-school Situational Education Promotes the Development of Children’s Creativity:Principles,Mechanisms and Paths

作　　者：王灿明[1] 马娟 WANG Canming;MA Juan(Situational Education Research Institute,Nantong University,Nantong Jiangsu,226019;Shandong People’s Publishing House,Jinan Shandong,250001)

机构地区：[1]南通大学情境教育研究院,江苏南通226019 [2]山东人民出版社,山东济南250001

出　　处：《现代基础教育研究》2021年第4期5-10,共6页Research on Modern Basic Education

基　　金：国家社会科学基金教育学一般课题“情境教育与儿童创造力发展的实验与研究”(项目编号: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”(项目编号:B-b/2018/01/50)的研究成果。

摘　　要：学前情境教育是根据李吉林情境教育理论,通过建构人为优化的情境,促进儿童情感与认知活动相融合,全面提高儿童素质的一种学前教育新形态。它以顺应教育、共情教育、整合教育和体验教育为理论基础,以具身机制、交互机制和动力机制为心理机制,并通过情境教育活动、情境生活活动、情境区域活动和情境野外活动等路径,不断推进创新人才的早期培养。Based on Li Jilin’s situational education theory,pre-school situational education is a new pre-school educational model that helps integrate children’s cognitive activities and emotional activities through artificially optimized situations.It takes adaptation education,empathy education,integration education and experience education as the theoretical basis,treats embodied mechanism,interaction mechanism and motivation mechanism as psychological mechanism,and continuously promotes the early training of innovative talents through situational education activities,situational life activities,situational regional activities and situational field activities.

关 键 词：学前情境教育 创造力 教育原理 心理机制 操作路径 

分 类 号：G619.2[文化科学—学前教育学]