芬兰儿童早期科学教育改革中的“隐式教学”  

"Invisible Pedagogy"in the Early Childhood Science Education Reform in Finland

作　　者：徐扬 曾早早[1] 冯启磊 XU Yang;ZENG Zaozao;FENG Qilei(Faculty of Mathematics and Science Education,Beijing Institute of Education,Beijing 100044,China)

机构地区：[1]北京教育学院数学与科学教育学院,北京100044

出　　处：《北京教育学院学报》2023年第3期77-85,共9页Journal of Beijing Institute of Education

基　　金：北京市教育科学规划课题一般课题“中小学科学类学科教学内容结构化设计策略的实践研究”(CDDB22159)。

摘　　要：科学教育是芬兰儿童早期教育改革的重要组成部分。科学教育的教学理论构建和实践层面都充分地体现了伯恩斯坦教育理论中“隐式教学”的属性,体现出“弱分类”和“弱架构”的特征。芬兰儿童早期科学教育改革在课程内容、师生关系以及评价等方面呈现出了独特的形态,可对我国儿童早期教育阶段的科学课程和教学提供相应借鉴。Science education is an important part of early childhood education reform in Finland.The construction of teaching theory and practice of science education fully embody the attribute of"invisible pedagogy"in Bernstein′s educational theory,which reflects the characteristics of weak classification and weak structure.The early childhood science education reform in Finland presents a unique form in the aspects of curriculum content,teacher-student relationship and evaluation,which can provide reference for the science curriculum and teaching of early childhood education in China.

关 键 词：芬兰 科学教育 幼儿科学教育 伯恩斯坦 隐式教学 

分 类 号：G619.531[文化科学—学前教育学]