从心理学角度解读《海蒂》中的儿童成长教育  

A Psychological Interpretation of Children’s Growth and Development in Heidi

作　　者：李晓琳 

机构地区：[1]武汉理工大学外国语学院,湖北 武汉

出　　处：《教育进展》2022年第11期4350-4355,共6页Advances in Education

摘　　要：儿童文学可以弥补心理学研究中易于忽视的主观情感问题,因而将两者结合研究可同时实现研究的科学性与主观性。本文以《海蒂》为研究文本,从儿童成长遇到的普遍教育问题着手,以儿童心理学中的认知发展理论、社会学习理论以及哲学中的认知论为理论依据,逐个讨论儿童的道德培养、语言认知学习和情感教育三个方面的问题,结合故事人物情节探讨适宜儿童成长的教养策略。最终得出建议,在儿童教育中的道德培养上可采取权威式教育,在认知学习中需寓教于乐,情感教育里让孩子认识到真爱在于看到对方的感受与需求。Children’s literature can make up for the subjective world ignored by psychological studies. Therefore, the author analyzed Heidi from the perspective of psychology to contrive the coexist of science and subjectivity. Taking Heidi as the research text, this paper started from the common problems children encountered in their growth. Based on Piaget’s theory of Cognitive Development, Social Learning Theory and Epistemology, it interpreted the novel to explore the solutions for parenting. Finally, the author concluded that authoritative education can be adopted in moral training, teaching with fun in cognitive learning, and helping children realize that true love lies in seeing others’ feelings and needs in affective education.

关 键 词：《海蒂》 儿童心理学 成长 教育 

分 类 号：G44[哲学宗教—心理学]