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伴随着基础教育新课程改革的进行,“儿童学”或“儿童研究”成为我国教育理论与实践的热门话题。“儿童学”概念诞生于19世纪末20世纪初的世界教育民主化运动,“儿童学运动”是教育民主化运动的有机构成部分。在美国和欧洲,由于“儿童学”研究过度倚重自然科学和量化方法,未能对复杂的儿童发展问题做出重要突破,最终走向式微。在前苏联,以维果茨基为代表的儿童学学者重视儿童发展的整体性和复杂性,采用多元而富有独创性的研究方法,紧密联系教育实践的变革,最终取得了辉煌的成就,形成了影响深远的“维果茨基学派”。总结世界儿童学百年来的发展,可将其内涵概括为三个方面,即一种尊重儿童独特价值的精神、一个独特的研究领域和一门具体学科。
Along with the reform of the new curriculum of basic education, “Children’s Studies” or “Children’s Studies” has become a hot topic in China’s educational theory and practice. The concept of “children learning” was born in the democratization of world education from the late 19th century to the early 20th century. The “children’s learning movement” is an organic part of the democratization education movement. In the United States and Europe, due to the over-reliance on natural sciences and quantitative methods in the study of children’s studies, it has failed to make major breakthroughs in the development of complex children and eventually declines. In the former Soviet Union, children scholars, represented by Vygotsky, attached great importance to the integrity and complexity of children’s development. They adopted diverse and original research methods and closely linked with the changes in educational practice. They eventually achieved brilliant achievements and formed The far-reaching “Vygotsky school ”. To sum up the development of children in the world over the past hundred years, its connotation can be summed up in three aspects: one that respects the unique value of children, a unique field of study and a specific subject.