幼儿园教育中“活动”概念的历史演变与现实澄明  

The History and Clarification of the Concept of“Activity”in Early Childhood Education

作　　者：罗瑶[1] LUO Yao(School of Educational Science,Hunan Normal University,Changsha 410081 China)

机构地区：[1]湖南师范大学教育科学学院,长沙410081

出　　处：《学前教育研究》2023年第12期14-26,共13页Studies in Early Childhood Education

基　　金：全国教育科学规划教育部青年专项课题“童年哲学的当代发展及其对学前教育改革的意义研究”(EHA200405);湖南省“十四五”学前教育研究基地的阶段性成果。

摘　　要：“活动”是幼儿园教育领域中的一个常用词语,常以“××活动”的形式频繁出现。然而,当“活动”作为背景词广泛使用后,其丰富的内涵也变得逐渐模糊起来。经过对其概念史的梳理,可以发现“活动”概念的内涵演变大致经历了这几个阶段:在概念兴起时,“活动”是儿童通向自然目的的重要手段;在概念发展过程中,“活动”成为儿童内在天性展现的方式;在概念变迁过后,“活动”又转变为主客体之间的相互作用;而当概念日常化后,“活动”作为幼儿园教育工作中的常用词语,成为幼儿园各项教育内容的通称。“活动”概念的历史演变过程将帮助澄明当下对“活动”概念的误用和滥用现象,如“活动”并非背景性词语、以“××活动”命名并非就是真正的“活动”、“活动”与“教学”的区别、“活动”并不等同于“做”等。基于此,我们需谨慎使用“活动”这个概念,并认识到延续“活动”精神的重要性,进而继续深入探究“活动”概念的丰富内涵。“Activity”is a common word in the field of early childhood education,which often appears frequently in the form of“××activity”.However,when the word“activity”is widely used,the rich connotation of the concept of“activity”becomes blurred.After discovering the history of this concept,we can find that the connotation of the concept of“activity”has gone through several stages.When the concept arose,“activity”was an important means for children to reach their natural ends.Later,“activity”becomes a way to show children’s inner nature.After the change of this concept,“activity”becomes the interaction between subject and object.When this concept is often used in early childhood education,“activity”has become the general name of all kinds of curriculum.The history of the concept of“activity”will help us to clarify the misuse and abuse of the concept of“activity”.For example,“activity”can’t only used for background,“××activity”may not be a real“activity”,“activity”and“teaching”can’t be used together,“activity”is not equal to“doing”and so on.By knowing this,we will realize the importance of“activity”in early childhood education,and continue to explore the rich connotation of the concept of“activity”.

关 键 词：活动 自我活动 环境 儿童天性 概念史 

分 类 号：G612[文化科学—学前教育学]