论回归童年的儿童教育

【作者】 王喜海；

【导师】 刘晓东；

【作者基本信息】 南京师范大学 ， 学前教育学， 2008， 博士

【摘要】 童年,在个体的生命历程中一去而不可复返,却在心灵深处凝结为一个纯洁无瑕的梦。儿童置身于自己的世界,奔腾跳跃、嬉戏打闹,永远一副天真活泼、快乐无忧的模样。然而,当前童年却处于即将消逝的危机之中。这种危机促使我们研究童年及儿童教育问题。童年是什么?童年怎样产生?童年为何存在?这一连串的追问引导我们去思索童年的起源和价值问题。基于人类学各有关学科的跨学科视野,利用发生学方法,本研究从人类的进化过程中去考察童年的起源,确认童年的价值,从而认定童年是一种人类学现象,它具有生物适应和文化适应的双重价值,也为教育的发生提供了前提。这意味着,童年不会消逝,也不能被逾越。童年不仅标示着年龄涵义,它实际上就是一个特别的世界。再者,儿童是独立于成人的存在,他们的本质不能由成人的本质推论而来。为了进一步揭示人类童年的本质,本研究利用现象学研究方法,在广泛考察人类童年体验的基础上,对儿童世界的特征重新做了解释。研究认为,儿童是生活着的生活者、游戏着的游戏者、学习着的学习者;而儿童世界,则是一个快乐、纯真的,由儿童生活、儿童游戏、儿童学习多维交叠而成的一个立体网络。童年正在消逝吗?童年危机在我们国家有何特殊表现?研究发现,我国当前童年危机的根本症结在于儿童被异化为“伪成人”,深层诱因在于社会竞争所导致的错位教育目的——“生存教育”,表层肌理则在于由“生存教育”所决定的不当教养方式——“课程化成长”。综合来看,正是“生存教育”导致了儿童的“课程化成长”,最终导致儿童被异化为伪成人。这就是我国当前童年危机的发生机制。如何解决我国当前的儿童教育问题?基于对童年的重新认识,以及对我国童年危机的了解,针对儿童教育背离童年的主要原因,为了使儿童教育向童年回归,本研究认为其基本立场就是要遵循儿童的发展规律,尊重儿童的生活方式、游戏方式和学习方式,充分地利用儿童身上的内在生长能力,促进儿童健全成长;其基本原则就是实现教育活动与生活活动、游戏活动和学习活动的融合。同时,针对“引导-割裂”式教学这个导致儿童教育背离童年的现实基础,本研究提出了一种“参与-交融”式教学,作为儿童教育向童年回归的可能途径。更多还原

【Abstract】 When the childhood goes away in one’s life process, it will never return, and it will become a holy and pure dream at the bottom of one’s heart. When the child lives in his world, running, jumping, playing, as if being lively and joyful forever. However, the childhood actually is in a crisis of disappearance. This crisis urges people to study childhood and child education.What is the childhood? How does the childhood originate? Why does the childhood exist? These questions lead us to think deeply about the origin and value of the childhood. Based on the perspectives from relative disciplines of anthropology, using embryologic methods, the paper examines the origin of childhood from human’s evolution process. It confirms that the childhood is an anthropological phenomenon. Its value both lies in biological adaptation and cultural adaptation. This provides the premise for the occurrence of education. In this sense, the childhood will not disappear or be exceeded.The childhood does not only give a sense of age, it is a special world in fact. Furthermore, the child is an existence independently, and his essence cannot be debussed by adult’s. Tn order to explore the essential characteristic of the human childhood, the paper examines human’s childhood experience and explains the characteristics of children’s world in trying to apply the phenomenological methodology. The paper suggests that child is a lifer, a player and a learner. The children’s world is a happy and pure one, which is a three-dimensional network,Does the childhood disappear? What is the manifestation of childhood crisis in China? The paper suggests that the basic problem lies in that the child is alienated as "pseudo-adult ", and its intrinsic reason is the "survival education" caused by social competition, and still its exterior manifestations is the "curriculum growth". This is the occurrence mechanism of the current childhood crisis in China.How to solve the current crisis of child education in China? To answer this question, based on a new understanding of childhood, crisis of childhood and reasons for deviation of child education from the childhood, the paper maintains that the primary point is to follow the rules of kids development, respect their life styles, play styles and study styles to promote their sound development and gear child education to characteristics of the childhood, during which we should make full use of children’s intern growing ability. The basic rule is to combine education activities with living activities, playing activities and study activities. Meanwhile, to avoid the "guiding-dissevering" teaching methodology which leads to the deviation of child education from objective rules in their childhood, the paper proposes "participating-blending" teaching methodology as a feasible measure to make our child education adapt to features of the childhood.更多还原