论基于儿童立场的中小学德育教材建构  

On the Construction of Moral Education Textbook for Primary and Secondary Schools Based on Child Position

作　　者：章乐[1,2] Zhang Le

机构地区：[1]南京师范大学教育科学学院 [2]南京师范大学道德教育研究所,南京210097

出　　处：《课程．教材．教法》2024年第7期69-77,共9页Curriculum，Teaching Material and Method

基　　金：2022年度教育部人文社会科学重点研究基地重大项目“基于核心素养的道德与法治教学改革研究”(22JJD880032)。

摘　　要：虽然儿童中心论对于儿童立场的确立具有重要意义,但二者不能等同。儿童立场承认儿童拥有“人”的权利,尊重儿童的特殊性,并强调儿童是发展中的人。儿童立场与学科立场、儿童立场与国家立场、儿童的全面发展和个性发展之间不是对立的,而是辩证统一的。坚守儿童立场,有利于教材激发儿童学习的真正兴趣,建立与儿童生活的联系,并实现学科的融合互动。前人的初步探索表明,中小学德育教材坚守儿童立场是可行的。基于儿童立场,中小学德育教材的编写目的要基于儿童又超越儿童中心;教材要成为激活儿童发展的“活性因子”;教材内容既要重视儿童经验,也要重视人类知识,并对后者进行心理学化处理;教材要重视学习活动的设计,实现“利学易教”;教材语言要溢满童趣且符合儿童年龄。Although childocentered thory is important for the establishment of child position,they aren't the same.Child position roognizcs children's rights as“human beings”,respots their uniqueness,and emphasixes that children are human beings in development.There is no contradiction betwen child position and discipirnary position,child position and national position,and comprehensive development of children and their individual developrment.Adhering to child position makes it easier lor textbooks to spark children's true interest in learning,create linkages with dhildren's lives and achiewe the integration and interaction of disiplines.Previous exploration manifests that it is possible to adhere to child positions in moral education textbook in primary and soondary schools.Based on child position,the textbook compilation is based on and goes beyond dhild coenter,textbook should bcome active facors 10 activate children's development,textbook contant should value both children's experienoes and human knowledge and psychologixs the latter,textbook should focus on the design of leaming acivities and achieve“easy learming and taching”,and textbook language should be intriguing and age appropriate.

关 键 词：德育 儿童立场 中小学教材 道德与法治 

分 类 号：G623.15[文化科学—教育学]