儿童发展视角的多维反思  

Multi-dimensional Reflections on the Perspective of Child Development

作　　者：杨光钦 韩硕 赵南[3] YANG Guangqin;HAN Shuo;ZHAO Nan(Faculty of Marxism&Education,Zhengzhou University,Zhengzhou 450001;Faculty of Education,Guangzhou University,Guangzhou 510006)

机构地区：[1]郑州大学马克思主义学院教育学院,郑州450001 [2]郑州大学马克思主义学院 [3]广州大学教育学院,广州510006

出　　处：《教育发展研究》2024年第4期62-69,共8页Research in Educational Development

基　　金：国家社会科学基金教育学一般课题“高校学术生产治理制度的系统集成研究”(BIA210199)的部分成果。

摘　　要：儿童发展视角是一种以儿童为教育主体、重儿童发展质量与过程的视角,这一观点得到当前教育界普遍认同。然而,遵从儿童发展视角的教育实践并不一定就是有利于儿童发展的教育实践,同一视角下仍然可以有不同的观照角度,所以学界有必要对儿童发展视角本身进行反思。就儿童发展视角的主体维度来说,教师是从儿童群体还是从儿童个体的角度看儿童主体;就其质量维度来说,教师是从“量”和“人才”的角度还是从“质”和“意义”的角度看儿童发展质量;就其过程维度来说,教师是从现在看未来还是从未来看现在来看儿童发展过程,都会引致完全不同的教育实践。只有从儿童个体的角度看儿童主体、从儿童最终能达到的发展高度及儿童从发展中获得的价值感与意义感的角度看儿童发展质量、从未来看现在的角度看儿童发展过程的教育实践才会是符合儿童发展视角本义与现代教育立场的教育实践,也才是新时代追求高质量发展的教育应有的实践样态。It's been accepted that the perspective of child development,as one of the basic perspectives of the discipline of education,is the integration of dimensions of subjective,quality and process.But education practice following the child development perspective would not inevitably be the practice that is helpful to child development,for which there are still different points of view to observe and think even if taking the same perspective.Education practice able to promote child development should take the points of view of individual child when thinking who the subjective of education must be,of the development level each and every child can achieve and the significance that child can get form his development when thinking what child development quality could be,and of the time direction from future to present when thinking what child development process should be.

关 键 词：儿童发展 发展视角 主体维度 质量维度 过程维度 

分 类 号：G610[文化科学—学前教育学]