瑞吉欧模式成功的背后——基于社会资本的视角
发布时间：2018-12-11 08:30
【摘要】：自从一个名叫艾米利亚的小镇成为世界学前教育的"圣地",我国学习瑞吉欧模式之风便经久不衰。瑞吉欧成功的背后其实包含着极其广阔的文化背景,学习瑞吉欧学前教育课程模式,不能离开对意大利社会背景的认知——艾米利亚丰富的社会资本。艾米利亚市民拥有通畅的社会参与网络、高度的社会责任感、团结合作的社会规范,成为了瑞吉欧学前教育良性发展的内在动力。因此,我国学习瑞吉欧学前教育模式,就要构建围绕学前教育机构的公民参与网络,共享有利于教育事业发展的正式和非正式规范,并建立起公民与教育机构的双向信任。
[Abstract]:Ever since a small town called Emilia became a sacred place for preschool education in the world, our country has been learning the Reggio model for a long time. Behind the success of Reggio, there is an extremely broad cultural background. To study Reggio's pre-school curriculum model, we can not leave the understanding of the Italian social background-Emilia's rich social capital. Amelia citizens have a smooth network of social participation, a high degree of social responsibility, social norms of solidarity and cooperation, has become the healthy development of Reggio's internal power of preschool education. Therefore, in order to learn the Reggio pre-school education model, we should build a network of citizen participation around pre-school education institutions, share formal and informal norms conducive to the development of education, and establish the two-way trust between citizens and educational institutions.
【作者单位】： 浙江师范大学杭州幼儿师范学院学前教育系;
【基金】：浙江师范大学教育学一级学科基地课题“浙江省幼儿园带头人领导力现状调查研究”(JXYSSS094)阶段性成果
【分类号】：G619.1
本文编号：2372232
[Abstract]:Ever since a small town called Emilia became a sacred place for preschool education in the world, our country has been learning the Reggio model for a long time. Behind the success of Reggio, there is an extremely broad cultural background. To study Reggio's pre-school curriculum model, we can not leave the understanding of the Italian social background-Emilia's rich social capital. Amelia citizens have a smooth network of social participation, a high degree of social responsibility, social norms of solidarity and cooperation, has become the healthy development of Reggio's internal power of preschool education. Therefore, in order to learn the Reggio pre-school education model, we should build a network of citizen participation around pre-school education institutions, share formal and informal norms conducive to the development of education, and establish the two-way trust between citizens and educational institutions.
【作者单位】： 浙江师范大学杭州幼儿师范学院学前教育系;
【基金】：浙江师范大学教育学一级学科基地课题“浙江省幼儿园带头人领导力现状调查研究”(JXYSSS094)阶段性成果
【分类号】：G619.1
【相似文献】
相关期刊论文 前6条
1 林萍;;走进凡凡的世界[J];新课程(中);2011年02期
2 王敏;卢清;;透过瑞吉欧方案课程看教师角色[J];太原师范学院学报(社会科学版);2006年06期
3 袁丽娟;;瑞吉欧课程模式中的儿童观[J];现代教育科学;2014年08期
4 孔翠薇;侯丽杰;;瑞吉欧中国化的教师角色的塑造[J];教育与职业;2010年29期
5 吴雨洪;;瑞吉欧幼儿教育系统特色之分析[J];知识经济;2012年03期
6 ;[J];;年期
，本文编号：2372232
本文链接：https://www.wllwen.com/jiaoyulunwen/yejy/2372232.html
