儿童哲学课程中的教师:角色与任务
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摘要
马修李普曼创建的儿童哲学课程(philosophy for children即P4C)以"帮助构建更好人生"和"不以知识为最终目的"的指导思想,通过哲学的教育内容、教学材料和教学方式形成其独特的教学模式以实现培养儿童哲学思维的任务。独树一帜的课程模式给教师带来了新的角色形象,教师成为这场哲学教育实践中的共同探究者、促进沟通讨论者以及自我进步者。随着新的形象也给教师带来了新的挑战,要求儿童哲学教师需要不断提升自身的专业素养,进行持之以恒的教学实践练习。
Philosophy for Children(P4C), founded by Matthew Lipman, takes the guidance ideology of "helping to build a better life" and "not taking knowledge as the ultimate goal". P4C tries to accomplish the task of cultivating children's philosophical thinking by forming a unique teaching mode which is presented in philosophical education content, teaching materials and teaching methods. The unique curriculum model has brought new roles and images of teachers. Teachers have become common explorers in this philosophical education practice that promoting a better communication and discussion process and therefore having self-improvement. With the new challenges brought by the new image, teachers of P4C need to constantly improve their professional accomplishment and persevere in teaching practice.
Philosophy for Children(P4C), founded by Matthew Lipman, takes the guidance ideology of "helping to build a better life" and "not taking knowledge as the ultimate goal". P4C tries to accomplish the task of cultivating children's philosophical thinking by forming a unique teaching mode which is presented in philosophical education content, teaching materials and teaching methods. The unique curriculum model has brought new roles and images of teachers. Teachers have become common explorers in this philosophical education practice that promoting a better communication and discussion process and therefore having self-improvement. With the new challenges brought by the new image, teachers of P4C need to constantly improve their professional accomplishment and persevere in teaching practice.
引文
[1] 赵君心.儿童哲学课程范式构建[D].南宁:广西大学,2016.
[2] 刘晓东.儿童哲学:外延和内涵[J].浙江师范大学学报(社会科学版),2008 (3):48-51.
[3] Naji Saeed.An Interview with MatthewLipman[J].Thinking:The Journal of Philosophy for Children,2005,17(4):23-29.
[4] 郑敏希.当代儿童哲学活动中的“成人”之维[J].陕西学前师范学院学报,2018,34(10):18-22.
[5] 黄彬,魏桂军.儿童哲学教育中国化进程的思考[J].科教文汇(上半月),2006 (9):35-36.
[6] 姬甜甜.关于推动我国儿童哲学课程发展的若干思考[J].现代教育科学,2017 (5):85-89,105.
[7] 顾明远.教育大辞典:增订合编本.上[M].上海:上海教育出版社,1998.
[8] Splitter L J,Sharp A M.Teaching for Better Thinking:the Classroom Community of Inquiry[M].Melbourne:Acer,1995.
[9] 姬甜甜.哲学视阈下的儿童提问及其教育意蕴[J].陕西学前师范学院学报,2018(10):23-28.
[10] 王卫国,张翔升.提升职前幼儿教师人文素养的实践途径[J].中国教育学刊,2014 (5):95-98.
[11] 王凌,曹能秀.从“儿童中心”到“探究群体”——李普曼儿童哲学对杜威教学理论的新发展[J].比较教育研究,2003 (6):40-44.
[12] Gazzard A.Do You Need to Know Philosophy to Teach Philosophy to Children?a Comparison of Two Approaches[J].Analytic Teaching and Philosophical Praxis,2012.
[13] 林静.儿童哲学教育理念及实践方法综述[J].山东理工大学学报(社会科学版),2010,26(2):94-97.
[14] 翟宇.学生创造性思维能力的培养[J].教育观察,2018 (20):48-50.
[15] 董晓楠.儿童亲社会行为的影响因素及培养方法[J].中小学心理健康教育,2018 (27):17-19.
[16] Lyle Sue,Thomas-williams Junnine.Dialogic practice in primary schools:how primary head teachers plan to embed philosophy for children into the whole school[J].Educational Studies,2012,38(1):1-12.
[17] V?litalo R.Internal Goods of Teaching in Philosophy for Children:the Role of the Teacher and the Nature of Teaching in Pfc[J].Childhood & Philosophy,2017(13):290.
[18] 朱家安,陈寿强,张旭.教师教育与教师专业成长中的首先建构和心理健康问题[J].广西师范学院学报(哲学社会科学版) ,2016(6):29-33.
[2] 刘晓东.儿童哲学:外延和内涵[J].浙江师范大学学报(社会科学版),2008 (3):48-51.
[3] Naji Saeed.An Interview with MatthewLipman[J].Thinking:The Journal of Philosophy for Children,2005,17(4):23-29.
[4] 郑敏希.当代儿童哲学活动中的“成人”之维[J].陕西学前师范学院学报,2018,34(10):18-22.
[5] 黄彬,魏桂军.儿童哲学教育中国化进程的思考[J].科教文汇(上半月),2006 (9):35-36.
[6] 姬甜甜.关于推动我国儿童哲学课程发展的若干思考[J].现代教育科学,2017 (5):85-89,105.
[7] 顾明远.教育大辞典:增订合编本.上[M].上海:上海教育出版社,1998.
[8] Splitter L J,Sharp A M.Teaching for Better Thinking:the Classroom Community of Inquiry[M].Melbourne:Acer,1995.
[9] 姬甜甜.哲学视阈下的儿童提问及其教育意蕴[J].陕西学前师范学院学报,2018(10):23-28.
[10] 王卫国,张翔升.提升职前幼儿教师人文素养的实践途径[J].中国教育学刊,2014 (5):95-98.
[11] 王凌,曹能秀.从“儿童中心”到“探究群体”——李普曼儿童哲学对杜威教学理论的新发展[J].比较教育研究,2003 (6):40-44.
[12] Gazzard A.Do You Need to Know Philosophy to Teach Philosophy to Children?a Comparison of Two Approaches[J].Analytic Teaching and Philosophical Praxis,2012.
[13] 林静.儿童哲学教育理念及实践方法综述[J].山东理工大学学报(社会科学版),2010,26(2):94-97.
[14] 翟宇.学生创造性思维能力的培养[J].教育观察,2018 (20):48-50.
[15] 董晓楠.儿童亲社会行为的影响因素及培养方法[J].中小学心理健康教育,2018 (27):17-19.
[16] Lyle Sue,Thomas-williams Junnine.Dialogic practice in primary schools:how primary head teachers plan to embed philosophy for children into the whole school[J].Educational Studies,2012,38(1):1-12.
[17] V?litalo R.Internal Goods of Teaching in Philosophy for Children:the Role of the Teacher and the Nature of Teaching in Pfc[J].Childhood & Philosophy,2017(13):290.
[18] 朱家安,陈寿强,张旭.教师教育与教师专业成长中的首先建构和心理健康问题[J].广西师范学院学报(哲学社会科学版) ,2016(6):29-33.