从“占有”到“生成”:儿童学习观的转换

发布时间：2018-06-25 00:06

本文选题：儿童 + 学习观　；参考：《华东师范大学学报(教育科学版)》2016年02期

【摘要】：儿童学习观是儿童观的重要组成内容之一。然而,由于人们对"儿童"、"发展"及"幸福"等持有不同的观点,便衍生出了有关"学习"的不同观念。这些学习观各具认识论基础,表现出不同的特点,对人们的教育观念和教育行为产生不同的影响。"学习即占有",它是人们在现代功利社会背景下,依据"成人-儿童"二元比较的他者思维框架,建构的以"匮乏"为基点、以"功利幸福"为目的、以"占有"为手段、以"效率"为标准的儿童学习观。这一学习观由于其特定的观念基础和价值追求,而使得其表现出根本的自身缺陷性。其实,超越二元比较的理解框架,直面儿童本身,儿童实际上并不是一类本质先定的匮乏性存在,而是拥有丰富发展潜能的生成着的人。"学习即生成",即是儿童内在的生命潜能在与环境的开放性相遇中生长变化的过程,儿童生命的内在规定性构成儿童生成性学习实现的基本条件。
[Abstract]:The concept of children's learning is one of the important contents of children's view. However, people hold different views on "children", "development" and "happiness", which gives rise to different concepts of "learning". These learning views have different epistemological bases and different characteristics, which have different influences on people's educational concept and behavior. " Under the background of modern utilitarian society and according to the other thinking frame of the dualistic comparison between "adults and children", learning is "possession", which is constructed on the basis of "want", "utility happiness" and "possession" as a means. The concept of Children's Learning based on efficiency. Because of its particular concept foundation and value pursuit, this view of learning shows its fundamental defects. In fact, beyond the framework of binary comparison, facing children themselves, children are not essentially predefined beings of want, but people who have a rich potential for development. " Learning is generating ", that is, the process of growth and change of children's inherent life potential in the open encounter with the environment, and the inherent stipulation of children's life constitutes the basic conditions for the realization of children's generative learning.
【作者单位】：安徽师范大学教育科学学院;
【基金】：安徽省高校优秀青年人才基金重点项目“异化与回归:走向‘生活批判’的中国儿童教育研究”(gxyq ZD2016402) 全国教育科学规划教育部重点项目“农村幼儿教师县级培训机制创新研究”(DFA130250)
【分类号】：G610

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