数学启蒙教育的偏与正:基于和人教育理论的思考  

Deviation and Correction of the Initiation Education of Mathematics: Thinking Based on Harmony Education Theory

作　　者：李方红[1] Li Fanghong(Bashu Primary School,Chongqing,400013)

机构地区：[1]重庆市巴蜀小学,重庆400013

出　　处：《长春教育学院学报》2022年第1期32-39,共8页Journal of Changchun Education Institute

基　　金：重庆市教育科学“十三五”规划课题“重庆市鲁能巴蜀小学家文化办学的实践研究”(2019-11-695)。

摘　　要：孩子成长没有彩排,数学启蒙不可走偏。玩游戏培养兴趣、自然式放养教育、兴趣班越早越好、启蒙教育就是教计算等以偏概全、流于表面、不明规律的认知偏向亟待归正。基于和人教育核心理念——和乎人性、和而不同、和美生活的教育生态视野,学科育人、身心发展、人力培养、学科发展的规律与本质是归正的逻辑。具体包括价值论——助力学生和美生活;实践观——实现儿童更好成长;方法论——优化学生生长基因;本体论——夯实数学发展基础等。There is no rehearsal for children’s growth, and the initiation education of mathematics should not be off the correct course. Some cognitive biases must be corrected, which include cultivating interest by playing games, taking interests class the earlier the better, regarding initiation education of mathematics as teaching the children to calculate, etc. The corrections should be done based on the following core concepts of harmony education, namely the ecological vision of education such as conforming with the human nature,accepting differences, helping the students live beautiful life, and the law of discipline development such as science education, human resource cultivating etc. To be more specific, there are some measures to correct the biases in the initiation education, the axiology aiming at helping students live a harmonious and beautiful life;View of practice aiming at achieving better growth of children;Methodology aiming at optimize the student’s growth gene;Ontology aiming at consolidate the foundation for the development of children’s mathematics.

关 键 词：数学启蒙教育 和人教育理论 偏与正 

分 类 号：G610[文化科学—学前教育学]