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本文着眼于儿童的一日时间安排和教养者的关系,提出在研究“儿童一日生活”的教育影响的同时,更需要关注研究的前提:“儿童的一日生活从哪里来?”即从儿童日程本身的形成和实施来研究儿童。作者通过介绍国际上围绕日程研究的三种研究进路,进一步提出:日程研究的意义并不仅仅指向儿童日程的优化,而是在于通过日程的形成和实施过程的研究来探寻儿童的自然时间如何社会化的过程,从而反思幼儿整个教育支持系统与儿童生活的整体性的关系。
This paper focuses on the relationship between the daytime schedule of children and the educators, and puts forward that while studying the educational influence of “Children’s One-day Life”, more attention needs to be paid to the premise of the study: “Where does a child’s one-day life come from?” "To study children from the formation and implementation of the children’s calendar itself. By introducing three research approaches around the world, the author further points out that the meaning of the agenda research is not only to optimize the children’s agenda, but to explore the children’s natural time through the research of the agenda formation and implementation process Socialization process, so as to reflect on the relationship between children’s whole educational support system and the integrity of children’s life.