儿童哲学课程实施个案研究

发布时间：2019-06-26 11:52

【摘要】：1997年,我国大陆地区小学教育领域引进“儿童哲学”课程。作为一门新兴的课程,儿童哲学为即将进行的新课程改革提供了一条新的路径。所谓“儿童哲学”就是一门以哲学为手段,使儿童通过学习哲理故事发展自身思维,培养儿童创新精神和创造能力的课程。自我国引入“儿童哲学”课程开始,儿童哲学这一名词并不为大家所了解,仅有部分学者从概念、教材、教学方法等方面作了研究,部分学校将其作为校本课程在本校开展,并自主研发了校本教材,形成了自己的课程体系。然而,从儿童哲学本身的特点以及中国目前的现状来看,儿童哲学课程并未发挥其本真,原因在于理论研究者与学校实施者的脱离,学校实施者对儿童哲学课程没有深入了解,教师不具哲学思维,教材开发难度大等。从儿童哲学课程的开发、实施入手,旨在发现儿童哲学课程在实施过程中存在的不足,探索完善儿童哲学课程的路径。具体而言,在对儿童哲学相关理论、著作、实际开设情况进行梳理后,从儿童哲学的概念,柏拉图哲学源自惊讶和好奇、维果斯基和布鲁纳语言与思维的关系、卢梭“儿童中心”理论、杜威“做中学”、以及批判教育流派主张培养学生批判精神的理论入手论证儿童哲学课程的可能性。并在分析儿童哲学课程特点的基础上,对温州瓦市小学儿童哲学课程开设情况进行述评,分析其优点和不足,提出完善儿童哲学课程的路径。由此,本研究的主要内容包括：第一部分,绪论。从社会人才需要的分析、儿童精神成长需要的分析、当前教育趋势的分析、以及个人原因四个方面阐明了研究的缘起,阐明研究的目的、思路和所采用的方法,并从儿童哲学相关著作、理论研究、实践探索三个方面对国内外相关研究进行述评。第二部分,对儿童、哲学、儿童哲学课程、思维等主要概念做出界定,对理论基础做出明确阐释。第三部分,从儿童哲学课程的目标——教儿童思考、教材、教学组织形式——探究群体、教学方法——对话、教学流程——群体探究、教学评价方式——过程性评价、对教师的要求七个方面阐述儿童哲学课程的特点。第四部分,以温州瓦市小学为调查对象,阐述该校儿童哲学课程的历史沿革、课程设置、教材开发、教学方法、教学评价、教学效果、发展走向,并分析阐述其优点和不足。第五部分,针对瓦市小学儿童哲学课程存在的不足,从课程目标：一致性与学段性结合、三维目标；教学资源：教材为主、形式多元：完善教学组织形式：全员参加、科学分组、各尽其能；教学方式：对话为主、方式多样；评价方式：过程评价为主、方式多元,五个方面提出完善儿童哲学的路径。结语中,笔者就论文做出整体总结,指出笔者对儿童的了解不够全面；对温州瓦市小学儿童哲学课堂观察处于非自然状态；以及所提出的过程性评价量表未进行信效度检验三方面的不足,这也是笔者有待进一步研究的问题。
[Abstract]:In 1997, the "philosophy of children" curriculum was introduced in the area of primary education in the mainland of China. As a new course, the philosophy of children provides a new path for the upcoming new curriculum reform. The so-called "philosophy of children" is a course with philosophy as a means to develop the children's innovative spirit and creative ability through the study of the philosophical story. Since the introduction of the "philosophy of children" curriculum in China, the term of the children's philosophy is not known to all, and only some of the scholars have studied from the aspects of concept, teaching material and teaching method. Some schools have carried out the school-based curriculum as the school-based curriculum and independently developed the school-based teaching materials. Form its own course system. However, from the characteristics of the children's philosophy and the present situation in China, the course of the children's philosophy does not play its own. The reason lies in the separation of the theoretical researcher and the implementer of the school. The school implementer does not have an in-depth understanding of the course of the children's philosophy, and the teacher has no philosophical thinking. The development of teaching materials is difficult and the like. Starting with the development and implementation of the course of the children's philosophy, the aim of this paper is to find out the shortcomings of the course of the children's philosophy in the course of implementation and to explore the way to perfect the course of the children's philosophy. In particular, after combing the relevant theories, works and actual opening of the children's philosophy, from the concept of the children's philosophy, Plato's philosophy is from the relationship between the surprise and the curiosity, the Verbensky and the Bruner's language and the thinking, the Rousseau's "Children's Center" theory, the Dewey "to be a middle school", And the critical education school advocates the development of the theory of the student's critical spirit to demonstrate the possibility of the course of the children's philosophy. Based on the analysis of the characteristics of the children's philosophy course, the article reviews the opening of the school children's philosophy course in Wenzhou, and analyses its advantages and disadvantages, and puts forward the way to perfect the course of the children's philosophy. Therefore, the main contents of this study include: the first part, the introduction. From the analysis of the needs of the social talents, the analysis of the needs of the child's mental growth, the analysis of the current education trend, and the individual reasons, the author sets forth the origin of the research, expounds the purpose, the thinking and the adopted method of the research, and from the relevant works of the children's philosophy, the theoretical study, The article reviews the domestic and foreign research on the three aspects of practice. The second part defines the main concepts of children, philosophy, children's philosophy curriculum, thinking and so on, and makes a clear explanation on the theoretical basis. The third part, from the goal of the course of the children's philosophy, teach the children's thinking, the teaching material, the teaching organization form, the inquiry group, the teaching method _ dialogue, the teaching process _ group inquiry, the teaching evaluation method and the process evaluation, and the seven aspects of the teacher's requirements to explain the characteristics of the children's philosophy course. In the fourth part, the paper expounds the history of the school's philosophy course, the course setting, the teaching material development, the teaching method, the teaching evaluation, the teaching effect, the development trend and the analysis of its advantages and disadvantages. The fifth part, aiming at the deficiency of the course of the children's philosophy in the primary school of tile city, from the objective of the course: the combination of the consistency and the learning section, the three-dimensional goal, the teaching resources: the teaching material is the main form, the form is multi-element: the perfect teaching organization form: the full participation, the scientific grouping, each of the best; the teaching method: The dialogue is the main and the way is various; the evaluation method: the process evaluation is the main way, the way is multi-element, five aspects put forward the way to improve the children's philosophy. In the conclusion, the author makes an overall summary of the paper, and points out that the author's understanding of the children is not comprehensive; the observation of the children's philosophy class in the primary school in Wenzhou is in a non-natural state; and the proposed process evaluation scale has not carried out the three aspects of the validity test. This is also a question to be further studied by the author.
【学位授予单位】：广西师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G622.3

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