The book advocates that education should respect children's nature and their world; The theoretical construction of children's pedagogy should take children's nature, children's world (or children's life) and children's growth trajectory and law as the logical starting point.
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The first chapter is the concept of children
The first section is the evolution history of children's view.
First, the ancient concept of children: children are adults.
Second, the medieval view of children: children were born guilty.
Third, the concept of children in the Renaissance: a new concept of children derived from the new concept of mankind.
Fourthly, the concept of children in the rational era or the enlightenment era: the concept of children in "whiteboard theory" and "children"
The discovery of children "
V "Educational Psychology" Movement: Calling for a Scientific View of Children
Sixth, the establishment of children's psychology: the concept of children may appear on the scientific level.
Seven. 20th Century: "Children's Century" and Its Problems
The reasons for the evolution of children's view in the second quarter
First, the development level of human subject restricts the evolution of children's view.
Second, the influence of the spirit of the times on the evolution of children's view.
Section III Child Welfare and Rights and Interests Development
Section 4 Children Worship
First, China's worship of children.
Second, the worship of children in the West.
Section V Evolution and Modernization of Children's View in China Culture
First, the concept of children in China's traditional culture
Second, China's view of children in modern times.
Third, China's contemporary view of children.
Fourthly, the way to modernize the concept of children.
Chapter II View of Education
The original meaning of the word "education" in the first section is children's education.
First, the etymological meaning of "education" refers to children's education.
Second, the original meaning of education is the education of children.
Section 2 Reasons for the Occurrence (or Origin) of Education
First, the origin of childhood and the biological premise of education
Second, the significance of childhood to the occurrence and education of games.
Section 3 The Essence of Children's Education
Section 4 Education and development are mutually determined and restricted.
Section 5 Stages of Children's Development and Their Decisions on Education
First, children's psychological development has stages.
Second, the continuity of stages is the result of the interaction and dialectical unity between nature and nurture.
Third, external conditions cannot affect the sequence, time or speed of continuous development stages.
Four, education can't be ahead, also can't lag behind, should focus on the key period of current development (and
What age is the most suitable for admission? )
Section 6 Education Should Do Nothing —— Comment on Gardener Theory and Negative Education
First of all, the gardener said
Second, deny educational theory.
Third, comprehensive theory.
Section 7 Education should not only make children develop, but also make them happy.
Section 8 discusses the relationship between educators and educatees.
Section 9 Educator's Personality: A Great Source of Educational Influence
Section 10 Teachers' Profession and Their Happiness
Chapter III Children's Body and Children's Sports
Section 1 Children's Body
First, the origin of children's bodies. The development of human embryos is all before human birth.
The reenactment of life history
Second, children's physical development needs cultural environment.
Third, children's physical development is a comprehensive dialectical replay of the evolutionary history of human culture.
Complete in the process
Section 2 Purpose and Function of Children's Sports
Section 3 How to Carry out Children's Movement
I. Child health care
Second, children's physical exercise.
Chapter IV Children's Philosophy and Children's Philosophy Education
Section 1 Children's Philosophy
First, children have their own philosophy.
Second, what is the philosophy of children?
3. What is the difference between children's philosophy and adults' philosophy?
Fourth, children's philosophy is children's nature.
Why do verbs (short for verb) study children's philosophy?
Why should children be educated in philosophy in the second quarter?
I. The Call of History: Understanding, Thinking and Discovery
Second, philosophy education can play the role of thinking training.
Third, philosophy education can play the role of cultivating world outlook and improving spiritual realm.
Fourthly, philosophy education can play the role of cultural edification.
Five, philosophy or philosophy education can promote people's inner spiritual wealth, so as to be human.
Prepare for external material wealth
6. Early philosophical impulse will affect people's life.
How to educate children in philosophy?
First, philosophy education as thinking training.
Second, philosophy education as the pursuit of wisdom.
Thirdly, philosophy education as a cultural influence.
Chapter V Children's Science and Children's Science Education
Section 1 Children's Science
Why should children be educated in science in the second quarter?
First, the function of science.
Second, some thinkers' understanding of the necessity of children's science education
Third, scientific exploration in childhood is of great significance to individual growth.
Section 3 How to educate children scientifically
First, scientific methods.
Second, the scientific spirit.
The fourth section is the misunderstanding of children's science education: eliminating the fairy tale world
Section 5 Can we contribute an Einstein?
Chapter VI Children's Ethics Education
Section 1 Children have their own moral values
Section 2 Children's Ethics: Children's Construction of External Rules
First, children's moral understanding is children's construction of "external moral subject" behavior rules.
Second, the source of role commitment and moral understanding
Third, observe the source of learning and moral understanding.
Fourthly, the motivation of children's ethical evolution.
Section 3 Children's Ethics: Children's Moral Puzzlement and Moral Understanding
First, children's moral confusion
Second, children's moral understanding.
Section 4 Children's Ethics is a network woven by children's moral categories.
First of all, what is the moral category?
Secondly, children's moral category develops logically and systematically.
Third, what is the moral category system of children?
The fifth part summarizes the essence of children's ethics.
Section VI Methodological Thinking
I. Systematic approach
Second, the consistency of logic and history.
The seventh part is of great pedagogical significance to study children's ethics.
First, children's ethics can help us grasp children's moral understanding as a whole.
Second, children's moral education should pay attention to the unity of moral content and moral form.
Third, we should impart moral knowledge in early childhood.
Fourth, develop children's wisdom and provide necessary conditions for improving children's moral level.
Five, different levels of moral education should be adopted for children of different ages.
Sixth, use communication, games and fairy tales to promote children's moral development.
It is an important task of moral education to help children construct moral categories.
Eight. Dialogue with children
Nine, establish a healthy moral ecological environment
Chapter VII Children's Art and Children's Art Education
Section 1 Children's Aesthetics
First, aesthetics is a child's nature.
Secondly, the influence of the evolution of subject and object on children's aesthetic performance.
Third, children's aesthetics and cognition develop simultaneously.
4. What is the relationship between aesthetics and art?
Section 2 Children's Art
First, children are artists.
Second, the essence of children's art
Third, how to understand children's art
Fourth, why should we study children's art?
Section 3: Why should children receive art education?
First, art education has unique value in promoting the development of children's subjectivity.
Secondly, aesthetics is a way to grasp the world, and art education can be further developed in this way.
Section 4 How to carry out children's art education?
First, protect children's artistic nature.
Second, children's aesthetic education
Third, children's artistic creation education.
Chapter VIII Children's Language and Children's Language Education
Section 1 Children's Language
First, children have innate language potential.
Second, children's language development, thinking development and social development are dialectical unity.
Third, children's language acquisition stage.
Fourthly, children's language acquisition theory.
Fifth, the logical path of children's speech expression.
Section 2 Children's Language Education
First, children's innate language potential is manifested in the process of cognition and communication.
Second, learn a language through the understanding of existing human thoughts.
Third, children should be given appropriate and specialized language training.
The Misunderstanding of Language Education: Advanced Literacy
First, the cultural roots of the concept of advanced literacy
Second, the limitations and dangers of advanced literacy
Chapter IX Overall Allocation of Children's Education
The Unity of Truth, Goodness and Beauty and the Overall Allocation of Education
First, truth, goodness and beauty are dialectical unity.
Second, the dialectical unity of truth, goodness and beauty and the overall allocation of education.
Consistency between individual and class spirit and the overall structure of education
First, the history of psychogenetic research
Second, the psychological development process of individuals and classes is consistent.
Thirdly, the coordinate model of psychological occurrence.
Fourthly, the occurrence of modern spiritual individual is the occurrence of education.
Five, the consistency of individual and class spirit and the postscript of curriculum design
This book attempts to construct a pedagogy system for children. It is a monograph on children's education, and can also be used as a teaching material for undergraduate and graduate students majoring in preschool education and primary education. The author tries to construct the theoretical system of children's pedagogy from the characteristics of children's own spiritual phenomenon and its occurrence and development law. In the past, all kinds of pedagogy textbooks and monographs also regarded education adapting to children's physical and mental characteristics as the basic law. However, because the discussion of children's physical and mental characteristics is not comprehensive and in-depth, a simple description of children's physical and psychological forms (such as cognition, emotion, will, etc.). ) can only be used as a basis for argument, and there is no rich phenomenon that goes deep into children's psychological world. Therefore, it is inevitable to discuss the adaptation of education to children's characteristics. This book deeply explains children's inner spiritual world from the aspects of philosophy, science, ethics and art, and tries to explore the theories and methods of children's pedagogy accordingly, which should be said to be a contribution to current pedagogy (especially preschool pedagogy). Brief introduction of the author
Liu Xiaodong, Ph.D. in Education, researcher at the Institute of Moral Education of Nanjing Normal University, researcher and doctoral supervisor at the School of Education Science of Nanjing Normal University, and member of all-china youth federation. The main research directions are children's philosophy, educational philosophy, cultural philosophy and preschool education. catalogue