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幼儿德育是对幼儿实施全面发展教育的重要组成部分,是塑造新一代具有良好精神面貌、品德、行为习惯和性格的奠基工程,我国幼教界对此是比较重视的,并在实践中积累了经验。但毋庸讳言,在我们的幼儿德育工作中,还存在着不少问题,如有些做法或要求,不符幼儿年龄特点,不符社会主义中国的国情和乡情等等。原因之一是对幼儿德育理论缺乏深入研究,未能承担起指导幼儿德育实践的任务。本文阐述了幼儿德育的时年性、场合性理论,在纵向和横向,在时空结合上,展示了幼儿道德教育的基本框架。就这一理论进行研究、探讨,形成一个理论与实践相结合的百家争鸣的局面,对正确认识并改进幼儿德育工作,无疑是有益的。这正是我们不惜篇幅刊载本文的目的。
Children’s moral education is an important part of implementing comprehensive development education for young children and a groundbreaking project for shaping a new generation of children with good mental outlook, moral character, behavior and character. Our preschool community takes this as a priority and accumulates experience in practice . However, it goes without saying that there are still many problems in our children’s moral education. For example, some practices or requirements do not correspond to the characteristics of young children and do not match the national conditions and nostalgia of socialist China. One of the reasons is the lack of in-depth study of children’s moral education theory, failed to assume the task of guiding children’s moral education practice. This article elaborates the timeliness and occasionality theory of childhood moral education, demonstrating the basic frame of childhood moral education in vertical and horizontal direction and in the combination of space and time. Studying and discussing this theory and forming a situation of a hundred schools of thought contending for the combination of theory and practice will undoubtedly be helpful to correctly understand and improve children’s moral education. This is exactly what we are going to do in spite of this article.