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游戏是儿童的重要存在方式,其认识活动寓于游戏之中。当前教育实践中,受客观主义认识论影响,教育者往往忽略儿童游戏的认识价值。波兰尼的默会认识论提供了解读儿童游戏认识价值的理论路径。在游戏自由、诗意的过程中,凸显儿童认识的主体地位,回归其认识活动的实践性与生成性,彰显其认识的个体性,达成儿童认识的完整价值。
Games are an important way for children to exist, and their cognitive activities lie in the game. In the current educational practice, influenced by the epistemology of objectivism, educators often neglect the cognitive value of children’s games. Polanyi’s tacit epistemology provides a theoretical path to understanding the value of children’s play. In the course of free and poetic game, the author emphasizes the subjective position of children’s cognition, returns to the practicality and generative of their cognition activities, demonstrates the individuality of their cognition, and achieves the complete value of children’s cognition.