從生命教育視角審視和建構(gòu)幼兒園教育

摘要： 生命教育發(fā)展迅速,內(nèi)涵不斷擴(kuò)展,深刻影響著當(dāng)今教育。當(dāng)前幼兒園教育與生命教育雖然在價(jià)值追求上基本相通,但是在教育實(shí)踐中存在著某些背離,導(dǎo)致了幼兒生命狀態(tài)堪憂與生命意識(shí)薄弱等問(wèn)題。工具理性主義對(duì)幼兒園教育的鉗制、幼兒園場(chǎng)地等物質(zhì)條件的限制、幼教實(shí)踐工作者教育素養(yǎng)與能力上的局限等是造成這種背離的主要原因。構(gòu)建與實(shí)施幼兒園生命教育,必須突出生命的教育基礎(chǔ)屬性,明確幼兒生命教育宗旨,創(chuàng)設(shè)幼兒生命教育課程,以生命體驗(yàn)為主要手段,推進(jìn)生命教育師資培養(yǎng)。
Life education has developed rapidly with a continuously expanding connotation,and it has been having a profound effect on contemporary education. At present, early childhood education in kindergartern and life education share the same pursuit of educational value by and large,but there are some deviations between them in educational practice,which result in some problems on children's life development such as poor state of life and weak life consciousness. These factors are responsible for the deviations : the domination of instrumental rationalism on early childhood education; unfavorable material conditions such as the narrow space and field of kindergartens; and inadequate capacity of kindergarten staff. To implement life education for preschool chidren,we must highlight life as the foundation of education,clarify the purpose of early childhood life education,create life education curriculum,take life-experiencing as the key means,and train teachers for life education.