外国教育研究

2019, v.46;No.347(05) 3-15

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英国儿童哲学课程的发展及其现实启示
A Study on the Development and Practical Enlightenment of Philosophy for Children Curriculum in the UK

杨落娃;于伟;
YANG Luowa;YU Wei;Faculty of Education,Northeast Normal University;

摘要(Abstract):

20世纪90年代,儿童哲学课从美国传入了英国。作为一门培养儿童思维能力的课程,英国的儿童哲学课程注重"乐趣"与"探究",强调与教学大纲科目相结合,遵循结构化的课堂教学,却又不拘泥于形式,从而促进儿童的哲学认知思维以及综合实践能力的培养。当前,英国儿童哲学课程获得了许多开拓性的发展,同时也暴露了课堂场域中师生地位不平等、教学大纲对课程实施的约束性较大、全面有效的评估方法缺失等问题。在我国,儿童哲学课程的开发与实施不仅要借鉴英国的有益经验,还需根据中国基础教育的实际,探索既能符合哲学教育宗旨和儿童发展规律,又能彰显课堂民主、师生积极对话、关注弱势儿童群体的适恰模式。
Philosophy for children curriculum was introduced to the UK from America in the 1990 s. As a curriculum to cultivate children's thinking ability,philosophy for children curriculum in the UK lays emphasis on"fun"and"exploration",which underlines the combination with syllabus subjects,its classroom-teaching mode follows the structural but not formal steps,so as to promote the cultivation of children's philosophical cognitive thinking and comprehensive practical ability. Philosophy for children curriculum in the UK has made pioneering progress but at the same time facing numerous problems,which are:The unequal status in the classroom between teachers and students;the great constraint of syllabus with the philosophical implementation;lacking of comprehensive and effective assessment methods etc. In China,the development and implementation of philosophy for children curriculum should gain the beneficial experience of the UK,meanwhile try to explore the appropriate model which conforms the purpose of educational philosophy and the law of children's development,and highlight the appropriate mode of classroom democracy,active dialogue between teachers and students,and concern for disadvantaged children groups according to the reality of basic education in China.

关键词(KeyWords): 儿童哲学课程;哲学思维能力;综合实践能力
Philosophy for children curriculum;philosophical thinking ability;comprehensive practical ability

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作者(Author): 杨落娃;于伟;
YANG Luowa;YU Wei;Faculty of Education,Northeast Normal University;

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