文章摘要
张莉.从生成主义哲学谈幼儿园科学教育活动的实践进路[J].陕西学前师范学院学报,2020,36(8):75-84
从生成主义哲学谈幼儿园科学教育活动的实践进路
Discussion on the Practical Pathway of Science Education Activities inKindergarten from the Perspective of Generative Philosophy
投稿时间:2020-04-13  修订日期:2020-04-25
DOI:10.11995/j.issn.2095-770X.2020.08.011
中文关键词: 生成主义哲学;幼儿园;科学教育活动;实践进路
英文关键词: generative philosophy; kindergarten; scientific education activities; practical pathway
基金项目:广州市哲学社会科学发展“十三五”规划一般项目(2017GZYB106)
作者单位
张莉 (广东第二师范学院学前教育学院,广东广州510303) 
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中文摘要:
      生成主义哲学认为世界与认知者不可分,强调认知与行动、实践与情境的统合。生成主义哲学视域下幼儿园科学教育活 动的价值立场是“属人”,而非塑造“知识人”,幼儿的科学学习彰显具身性与主体间性。基于一个幼儿园大班科学项目活动《鲜花 保鲜》,从生成主义哲学视域分析幼儿园科学教育活动实践进路:科学活动生成的境遇是生活世界与科学世界的统整,幼儿与教 师是科学认知生成的主体,幼儿科学学习的途径是科学实践、“涌现”与对话,并对幼儿园科学教育活动实践展开省思。
英文摘要:
      The view of generative philosophers holds that the world and the learner are inseparable, emphasizing the integration of cognition and action, practice and situation. From the perspective of generative philosophy, the value standpoint of scientific education activities in kindergartens is to pursue “the meaning of human beings in the world”rather than to shape“a man of knowledge”and children’s scientific learning shows the embodiment and intersubjectivity. Based on “Keeping Fresh Flowers”, a science project activity of a senior kindergarten class, this paper analyzes the practical pathway of science education activity in kindergarten from the perspective of generative philosophy. The circumstances where scientific activities are generated are the integration of the life world and the scientific world. Children and teachers are the subject of the generation of scientific cognition. The ways of children’s scientific learning are scientific practice,“emergence”and dialogue, and thepractical pursuit of kindergarten’s scientific education activities has been put forward.
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