陈鹤琴“活”玩具设计与推广的教育人类学分析  

The Educational Anthropology Analysis of Children’s“living”ToysDesign and Promotion

作　　者：杨福梅 YANG Fu-mei(School of Education,XinJiang Normal University,Wulumuqi 830000,XinJiang,China;Bijie Preschool Education College,Bijie 551700,Guizhou China)

机构地区：[1]新疆师范大学教育科学学院,新疆乌鲁木齐830000 [2]毕节幼儿师范高等专科学校,贵州毕节551700

出　　处：《红河学院学报》2022年第6期143-146,共4页Journal of Honghe University

基　　金：黄炎培职业教育思想研究规划项目:基于黄炎培职业教育人才观的贵州傩戏文化传承人才培养实践研究(ZJS2022YB181);毕节幼儿师范高等专科学校校级项目:陈鹤琴教育思想在城市幼儿园中的运用现状及推广研究——以毕节市为例(2019B004)。

摘　　要：陈鹤琴作为我国的幼儿教育先驱,其“活教育”理论体系及实施卓有成效,结合促进幼儿全面发展的玩具设计方法和“活”理念,对现代幼儿园“活”玩具投放与设计的思考研究,可以更好地洞察和领会“活”思想。“活”玩具应联系日常生活事物、结合儿童年龄阶段差异、符合时代特征、融入本土文化并以实践为方向进行设计,以体现玩具“活”的理念和方法。通过教育人类学理论分析得出,活玩具在设计和投放时综合考虑幼儿的年龄特征和个性差异,注重深层潜力挖掘和能力建构,铺垫了儿童互动学习基础,构建了文化互动传递机制,最终为幼儿全面发展和综合能力提升起到促进作用。As a pioneer of early childhood education in my country,Chen Heqin’s"live education"theoretical system and implementation are fruitful,combined with toy design methods and"live"concepts that promote the overall development of children,thinking and research on the placement and design of modern kindergarten"live toys"can be more Good insight and understanding of"living"thoughts."Live toys"should be connected with daily life things,combined with children’s age differences,in line with the characteristics of the times,integrated into the local culture,and designed with practice as the direction to reflect the concept and method of"live"toys.Through the Educational Anthropology analysis of the transaction models it is concluded that the design and release of live toys comprehensively consider the age characteristics and personality differences of children,pay attention to deep potential exploration and ability construction,pave the foundation for children’s interactive learning,and build a cultural interactive transfer mechanism,And ultimately play a role in promoting the comprehensive development and comprehensive ability of children.

关 键 词：“活教育” “活”玩具 教育人类学 

分 类 号：G621[文化科学—教育学]