不同层次学前教育本质新认识  

New Cognition of Different Levels of Preschool Education Essence

作　　者：白洋 BAI Yang(College of Education,Yulin University,Yulin,Shaanxi 719000,China)

机构地区：[1]榆林学院教育学院,陕西榆林719000

出　　处：《教育教学论坛》2022年第2期172-175,共4页Education And Teaching Forum

基　　金：2020年度陕西省教育厅人文社科项目“部编本小学语文教科书的知识伦理研究”(20JK0467)。

摘　　要：对学前教育本质进行研究是为了学前教育理论与实践的科学化与合理性,是改变现实的是什么本质的实践和创造未来是什么本质的实践的基础。有了对学前教育本质的认识进行教育实践和没有对学前教育本质的认识进行教育实践是很不一样的,有科学合理的学前教育本质认识进行教育实践和没有科学合理的学前教育本质认识进行教育实践更是有根本区别的。以郝文武先生的教育本质观为理论基础,以学前教育事实存在为现实依据,抽象并设想学前教育本质观,研究发现现当代学前教育是不完备性主体间的指导学习。The research the essence of preschool education is to make the theory and practice of preschool education scientific and rational, and it is the foundation of changing the present practice of essence and constructing the future practice of essence. To carry out educational practice with an understanding of the essence of preschool education is quite important, so is to carry out educational practice with the scientific and rational recognition of the essence of preschool education. Taking Mr. Hao Wenwu’s view of the essence of education as the theoretical basis and the fact of preschool education as the realistic basis, the view of the essence of preschool education is abstracted and imagined. The research has found that modern and contemporary preschool education is the guided learning of incomplete inter-subjects.

关 键 词：本质 不完备性主体间 层次 

分 类 号：G610[文化科学—学前教育学]