学前教师幼儿哲学教育的内涵、价值与生成策略
The Connotation,Value,and Generative Strategies of Preschool Philosophy Education for Preschool Teachers
卢红博1
作者信息
- 1. 黑龙江大学 哲学学院,黑龙江 哈尔滨 150080
- 折叠
摘要
幼儿与哲学两个词组合在一起,比起儿童哲学似乎更觉不可思议.然其幼儿阶段恰恰是人生命中离哲学最近的时刻,随之年龄增长反而俞发遥远.究其原因,此消彼长实非必然,教师教育不可忽视.儿童哲学以其适切的范式已广泛赢得教育界与哲学界的高度认可和重视,高校学前教师教育过程中,若能系统地将幼儿哲学素养的培育纳入实践,那么未来幼儿的哲学潜能将得到良好的保护和激发,为幼儿一生的发展奠基也将成为教师哲学教育最好的回报.
Abstract
The combination of children and philosophy seems more incredible than children's philosophy.However,its early childhood is precisely the closest moment in human life to philosophy,and as it grows older,it becomes more distant.The reason for this is that it is not inevitable for this to change,and the education receive from teachers cannot be ignored.Children's philosophy,with its appropriate paradigm,has been widely recognized and valued by the educational and philosophical communities.If the cultiva-tion of children's philosophical literacy can be systematically incorporated into practice in the education process of preschool teachers in universities,the future philosophical potential of children will be well protected and stimulated,laying the foundation for their lifelong development and becoming the best return for teacher philosophy education.
关键词
学前教师/幼儿哲学/教师教育Key words
preschool teachers/philosophy of early childhood/teacher education引用本文复制引用
基金项目
黑龙江省博士后基金(LBH-Z20085)
出版年
2024
NETL
NSTL
万方数据