【摘要】：詩(shī)意化即詩(shī)情畫(huà)意,本質(zhì)是人文化,特點(diǎn)是輕松愉快和不拘泥于形式。幼兒教育本質(zhì)是詩(shī)意化。當(dāng)下幼兒教育詩(shī)意化危機(jī)凸顯,集中表現(xiàn)為政府強(qiáng)制控制、家長(zhǎng)的功利需求,教學(xué)與研究的"泛技術(shù)性"崇拜、幼兒德育的外在推演。究其原因主要為幼兒教師專業(yè)的社會(huì)壓制、行業(yè)標(biāo)準(zhǔn)規(guī)制、思維形式化限制�；貧w幼兒教育的詩(shī)意化特質(zhì),必須從生命、人性的高度再認(rèn)識(shí)兒童,反思與解構(gòu)當(dāng)下幼兒教育研究、教學(xué)與管理常規(guī)范式。
[Abstract]:Poetic meaning is poetic and picturesque, its essence is human culture, and it is characterized by relaxed and pleasant and not rigidly attached to form. The essence of preschool education is poetic. At present, the poetic crisis of early childhood education is highlighted, which focuses on the compulsory control of the government, the utilitarian needs of the parents, the "pan-technical" worship of teaching and research, and the external deduction of the moral education of young children. The main reasons are the social repression of preschool teachers, the regulation of industry standards, and the formalization of thinking. To return to the poetic characteristics of early childhood education, we must recognize children from the height of life and humanity, reflect on and deconstruct the current paradigm of early childhood education research, teaching and management.
【作者單位】： 成都師范學(xué)院心理與教育研究中心;西南大學(xué)教育學(xué)部;昭通學(xué)院教育科學(xué)學(xué)院;
【基金】：全國(guó)教育科學(xué)“十二五”規(guī)劃2012年度教育部重點(diǎn)課題(DHA120235)
【分類號(hào)】：G612
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本文編號(hào)：2212148