近段时期,幼儿教育被某些同志理解成一种狭义的科学教育,局限于感知活动和感官训练,跌入唯认知模式。主要表现在: 1.常识教育仅仅涉及自然和社会生活中事实性的知识(比如小蝌蚪的特征及生长变化,国庆节的含义,家庭成员的名称、工作等等),很少或根本没有涉及到初步的价值知识(衡量是非、善恶、美丑的最基本的常识)、伦理知识(个人与社会生活最一般的准则、道理)。2.从行为的角度训练幼儿的道德习惯,从技能入手培养幼儿的艺术感受。幼儿缺乏道德与审美内在情感的启蒙与自觉。3.诉诸经验成为幼儿园游戏、主题教学的首要原则。结果,讲起故事,就是小白兔、大灰狼、星星、独木桥;设计活动想到的就是拔萝卜、玩沙、玩水;儿歌变成了顺口溜。这种迎合幼儿感官经验娱乐、不求教化的做法,从根本上放弃了“寓教于乐”的教育 In recent period, preschool education is understood by some comrades as a narrow science education, confined to the perception and sensory training, fell into the only cognitive model. Mainly in: 1. Common sense education involves only factual knowledge of natural and social life (such as the characteristics and growth of small tadpoles, the meaning of National Day, the names of family members, work, etc.), with little or no involvement To the initial value of knowledge (the most common sense of right and wrong, good and evil, beauty and ugliness), ethical knowledge (the most common personal and social life guidelines, truth). 2. From the perspective of behavior training young children’s moral habits, skills training to start young children’s artistic experience. Childhood lack of moral and aesthetic inner feelings of enlightenment and self - consciousness. 3. Experience has become kindergarten games, the primary principle of thematic teaching. Results, speaking of the story, that is, rabbits, wolves, stars, single-plank bridge; design activities is to pull radish, sand, water; children’s songs into jingle. This kind of cater to children’s experience of sensory entertainment, not education, fundamentally abandoned the “edutainment” education