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20世纪40年代,我国著名的儿童教育家陈鹤琴先生肩负实验新教育的历史使命,在批驳“死教育”埋没人性死教书的基础上创建了“活教育”理论。该理论是一套完备的幼儿教育体系,它分别从教育环境、教育方式和教育目标等角度提出三大理念。在新时期下,他的“活教育”体系不仅在宏观层面上奠定了中国幼儿教育事业发展的坚实基础,同时,也在微观层面对广大一线幼儿教师的教育实践具有重要的指导意义。
In the 1940s, Mr. Chen Heqin, a famous Chinese child educator, shouldered the historical mission of experimental new education. He created the theory of “living education” based on the criticism of “dead education”, which buried the human death education book. The theory is a complete set of early childhood education system, which respectively put forward three concepts from the perspectives of education environment, education methods and education objectives. Under the new era, his “living education” system not only laid a solid foundation for the development of preschool education in China at the macroscopic level, but also played an important guiding role in the educational practice for many front-line preschool teachers at the micro level.