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进入90年代以来,在我国幼教领域的改革中,教育观念的更新越来越受到重视,并已成为探讨的热点。实际上,80年代以来我国幼教改革的进程一刻也没有离开过教育观念的变化。80年代,西方的发生认识论和人类发展生态学等学科的观点先后被引进我国幼教领域,激发了人们对儿童发展和幼儿教育的目标、内容、方式、方法的重新思考。其中一个重要的观点是:儿童是在与周围环境交互作用的过程中进行自我建构而得到发展的。这个观点引起幼教实践中的变化是:强调知识灌输、技能训练→注意开发智力、挖掘潜能→促进身心和谐发展、全面提高幼儿的素质。上述过程将心理学、社会学等其他学科领域的观点逐渐转化为我国的幼教实践,促进了幼教的改革。无数类似的转化,使
Since the 1990s, in the reform of preschool education in China, the renewal of educational concepts has drawn more and more attention and has become a hot spot for discussion. In fact, since the 1980s, the process of China’s reform of early childhood education has not left its educational concept. In the 1980s, western perspectives such as Epistemology and Human Development Ecology were successively introduced into the field of preschool education in our country, inspiring people to rethink the goals, contents, ways and means of child development and early childhood education. An important point of view is that children develop by self-construction in the process of interacting with the surrounding environment. This view leads to changes in the practice of preschool education: emphasis on knowledge instillation, skills training → pay attention to the development of intelligence, tap the potential → promote the harmonious development of body and mind, and comprehensively improve the quality of children. The above process gradually transforms the views of other disciplines such as psychology and sociology into the practice of early childhood education in our country and promotes the reform of early childhood education. Numerous similar transformations make