文献类型：期刊文献

中文题名：学以成童:陈鹤琴“活教育”思想的再发现——以新时代幼儿教师专业发展要求为视角

英文题名：Learning to Be Children:Rediscovery of Chen Heqin’s“Living Education”Thought--From Perspective of the Professional Development Requirements of Preschool Teachers in the New Era

作者：吴晶[1];管迎香[1];陈巍[1]

机构：[1]绍兴文理学院教师教育学院,浙江绍兴312000

年份：2021

卷号：37

期号：5

起止页码：1

中文期刊名：陕西学前师范学院学报

外文期刊名：Journal of Shaanxi Xueqian Normal University

收录：国家哲学社会科学学术期刊数据库

基金：浙江省教育厅“十三五”师范教育创新工程项目(浙教办师〔2017〕53号);浙江省教育科学规划项目(2018SCG140)。

语种：中文

中文关键词：陈鹤琴;活教育;学以成童;幼儿师范教育;一践行三学会

外文关键词：Chen He-qin;living education;learning to become children;preschool teacher education;one practice and three learning

中文摘要：陈鹤琴先生是我国幼儿教育事业的奠基人与拓荒者,他提出了适合中国国情,符合中国幼儿发展的“活教育”理论。“活教育”理论提出了“发现小孩、了解小孩、解放小孩、信仰小孩、变成小孩”的幼儿教师专业成长与发展路径。这种理念对于贯彻落实当前学前教育专业认证倡导的“一践行三学会”具有丰富启迪。本文通过深入剖析“一践行三学会”与陈鹤琴活教育思想之间的内在关联,提出“学以成童”的幼儿教师人才培养目标,从新时代幼儿教师专业发展要求角度重新审视与解读陈鹤琴活教育思想,对深入领会幼儿教师专业发展要求,提高学前教育师范人才培养质量具有重要理论和实践意义。

外文摘要：Chen Heqin is the founder and pioneer of preschool education of China.He has put forward the theory of“living education”which is suitable for China’s national conditions and in line with China’s early childhood development.The“living education”theory puts forward the professional growth and development path of kindergarten teachers who“discover children,understand children,liberate children,believe in children,and become children”.The above-mentioned concepts have rich enlightenment for the implementation of the requirements of“one practice and three learning”advocated by the current preschool education professional certification.Through an in-depth analysis of the inner relationship between“one practice and three learning”and Chen Heqin’s educational thought,this article proposes the goal of“learning to become children”,and re-examines and interprets Chen Heqin’s“living education”thought from the perspective of the professional development requirements of preschool teachers in the new era.The educational thinking has important theoretical and practical significance for deeply understanding the requirements of preschool teachers'professional development and improving the quality of preschool education teacher training.