摘要
儿童经验的课程之维,从认识论视角需要追问:儿童成长需要怎样的经验?核心经验还是日常经验、直接经验还是间接经验、儿童本位的经验还是成人立场的经验?在方法论上需要探求:课程如何助力儿童经验的发展?联结性、反思性和生长性作为有价值的经验的参照,通过综合性、体验性、迭代性课程助推儿童获得成长需要的经验,促进儿童经验的不断发展。
The curriculum dimension of children’s experience needs to be questioned from the perspective of epistemology:What kind of experience does the growing children must?Core experience or daily experience?Direct experience or indirect experience?The child-based experience or the experience of an adult position?The methodological needs to explore:How can the curriculum help the development of children’s experience?Connection,reflection and growth as reference standards for valuable experience,through a comprehensive,experiential,iterative curriculum that promotes the development of children’s experiences.
作者
黄小莲
包丽丽
许丽芬
Huang Xiaolian;Bao Lili;Xu Lifen(College of Education,Hangzhou Normal University,Hangzhou 311121;Experimental Kindergarten,Dongyang Jiangbei,Jinhua 322100)
出处
《教育发展研究》
CSSCI
北大核心
2019年第24期48-54,共7页
Research in Educational Development
基金
浙江省优势特色学科培育项目“学前课程园本化的理论与实践研究”(18JYXK011)的部分成果.
关键词
儿童
经验
课程
联结性
反思性
生长性
children
experience
curriculum
connection
reflection
growth
