论文部分内容阅读
在呼唤主体性教育的当代,学习者的体验日益受到关注。本文试将体验放到其生成的背景中来理解其内涵,提出体验的“类型—层次”假说,重新理解幼儿园的课程本质及其教学,即引发幼儿在经历与体验的交互作用下,不断提升体验层次,发现自己与环境、他人及世界的关系,尝试学习处理这些关系,并从对外部世界的认识中,逐步了解和形成自我,学会调整和控制自己的情绪,学会反思,进而成为自己的主人。至此,幼儿园课程的经验性本质方告实至名归。
In the contemporary era of calling for subjectivity education, the experience of learners is receiving more and more attention. This paper tries to understand the connotation by putting it into the background of its generation and put forward the “type - hierarchy” hypothesis of experience to redefine the nature and teaching of kindergarten, that is to say, the interaction between experience and experience of preschool children, Constantly improve the level of experience, find their own relationship with the environment, others and the world, try to learn to deal with these relationships, and from the understanding of the outside world, gradually understand and form themselves, learn to adjust and control their emotions, learn to reflect, and then become Own owner. At this point, the empirical nature of kindergarten classes deserved.