生活化情境——幼儿园课程的实施基点

<正>我园坐落于被誉为“中华美食名镇”的季市古镇,老街风韵犹存,风土人情独特,美食远近闻名,古镇商业文明和农耕文化代代相传,这些古镇资源是很好的课程内容,贴近儿童生活经验,指向儿童生活世界。一、让课程基于儿童的生活以儿童为中心的课程应结合日常生活进行,以游戏为基本活动,教师应走近儿童的生活,了解儿童已有经验,追随儿童兴趣,引导儿童在游戏和生活活动中发现问题、解决问题。首先,要将一日生活作为课程重要内容,     

记忆要素与生活经历对被拐儿童寻亲的影响——基于寻亲成功案例杨某某的实证

被拐儿童凭借记忆寻亲是通过记忆与家乡和原生家庭建立“人地依恋”的现象,其记忆要素和寻亲经历值得关注。本文采用个案分析方法,通过深度访谈寻亲成功的被拐儿童杨某某并对其家乡环境进行实地调研,借助文本分析和质性分析方法,探究儿童对家乡记忆的类型与特征,并结合被拐卖后的生活经历,揭示其对被拐儿童寻亲的影响。研究发现：(1)被拐儿童的生命历程主要经历被拐卖前和被拐卖后2个阶段,被拐卖前家乡生活和被拐卖经历形成寻亲记忆线索,被拐卖后的生活经历影响寻亲记忆线索的组织和传播扩散;(2)儿童对于被拐卖前的记忆多为日常生活情景中频繁接触的事物,或具有情绪色彩的生活经历,包含普遍性知识、地方性知识、家庭性知识,协助识别儿童家乡和原生家庭;(3)儿童被拐卖后分别在养家和自己组建的家庭生活,生活过程中身世认知、受教育程度、科学技术发展、人员的阻碍与支持、经济水平等的变化影响寻亲记忆线索的传播扩散,影响儿童寻亲时长和结果。最后,本文探讨了研究未来的应用前景和今后的研究方向。     

安定区农村留守儿童心理问题调查报告

大规模的人口流动形成了一个特殊群体:留守儿童。父母外出打工后,孩子留在了家中(主要在农村),他们被称为留守儿童。三泉村是安定区石峡湾乡的一个小村,70户人,未满1岁的留守儿童20人,占全村人口的2%,有15人和奶奶、爷爷在一起生活,10人在家独立生活。在调查中发现,65%的父母     

运河资源在幼儿园课程中的开发与利用

<正>近年来,我园在陶行知生活教育理论引领下,开展“自然·生活”课程实践,强调课程回归自然、回归生活,以儿童的生活和已有经验为出发点,以大自然和真实生活为内容,围绕儿童与自身、儿童与自然、儿童与社会,构建园本化课程。我园坐落于京杭大运河河畔,幼儿对运河上的人行桥、公路桥以及来往的船只,充满了兴趣和好奇。为此,我们充分利用这得天独厚的条件,挖掘“运河”及其周边丰富的社会资源,生成了“运河”主题课程。     

西北地区农村儿童日常生活时空间特征研究

以甘肃省平凉市华亭县河西村、马家堡村为研究区,采用生活日志调查、感知图像、访谈等方法,获取案例村乡村儿童一周生活日志调查数据、一周生活内容回忆图画以及访谈数据,揭示了西北地区农村儿童日常生活的时空间规律：①学校作息时间、家庭就餐时间是农村儿童日常生活时间节律性的主要控制因素,游戏时间、看电视时间形成日常生活时间节奏的重要节点;周内与周末时间利用具有节奏相似性和内容差异性。②农村儿童日常生活空间类型有限,并且具有动态性,广场、院落周边是农村儿童户外生活的重要场所;③不同类型农村儿童日常生活时空间特征具有差异性,具体表现在留守儿童与父母在家型儿童、男童与女童的差异。研究认为,应从社会生态系统角度全面认识农村儿童日常生活。社会排斥、非社会性行为从社会、心理两方面影响农村儿童日常生活时空间行为。     

让《品德与生活》真正成为孩子社会生活的指引

《品德与生活》这门学科是以儿童的生活为基础,以培养品德良好、乐于探究、热爱生活的儿童为目标的活动型综合课程,旨在引导儿童"学会生活",形成良好的公民道德素质和勇于探究、创新的科学精神。在这样的课程中,教师的角色、教学方式与传统教学是截然不同的。教师主要不是知识的直接传授者,而是儿童活动的支持者、合作者和指导者,是引导、激发和深化儿童活动的人。教师在实现这些不同的角色的同时也提高了与儿童互动的质量,促使儿童初步形成良好的习惯和品德,实现理想的教育效果。在具体的教学实施过程中,我们要注意以下几点:     

敦煌石窟壁画中的古代儿童生活研究(一)

本文在对敦煌石窟壁画进行系统调查的基础上,通过对壁画中诞生、占相、洗浴、化生童子等儿童生活图像的分析,结合传世文献、敦煌藏经洞出土文献、绢纸画,探讨了北朝隋唐时期人们对新生命的关爱及对儿童未来生活的期待,进而揭示中古时期关于儿童生活的知识与思想。     

浅谈小学语文教学与生活的关联

生活中处处有语文,也处处用到语文,语文教学生活化,能让学生在生活化的情境中走进文本,走进生活,融入社会,并在真实的实践中去感悟,去发现,去操作,去创造,这样不仅可以克服传统语文教学中只重语言智能的弊端,而且优化了教学过程,使以创新精神与实践能力为核心的素质教育真正落到实处。语文教学只有扎根于生活这一片沃土,才能发芽,开花,结果。传统的小学语文一个突出的弊端是把儿童禁闭在课堂里、禁锢在书本中、同儿童的日常语言交际活动脱节,这一弊端正待克服。一个有效的办法就是加强课堂教学与生活的联系。     

源于生活的品德,用于生活的品德

儿童道德生命自由生长最鲜活、最肥沃的土壤永远是生活,儿童品德的形成只有植根于生活世界,才具有深厚的基础和强大的生命力。儿童正是在具体的生活过程中感受、体会、领悟到其中的乐趣、价值和意义,确立生活信念,逐渐形成自身的品德;生活中的品德教育——充实。紧密联系学生生活实际展开教学,提升学生的认识、促进情感内化、进行行为指导,让学生在生活实践中去体验、感受和实践课堂学习所得,是教学回归儿童生活、促进知行统一、培养实践品质、发展生活能力的基本途径和重要保证。     

华侨留守儿童的家庭教育资源与人格、行为的关系——以温州市为例的研究

采用问卷调查方式对148名华侨留守儿童、44名国内留守儿童与187名非留守儿童进行家庭教育资源、人格和行为的调查,旨在分析探讨华侨留守儿童家庭教育资源、人格与行为的特点及其关系。结果显示,华侨留守儿童的家庭教育资源、人格、行为与国内留守儿童具有显著差异;留守儿童与非留守儿童的家庭教育资源、人格、行为也具有显著差异。得出结论,华侨留守儿童的家庭教育资源、人格与行为均不如国内留守儿童、非留守儿童;与父辈生活在一起的华侨留守儿童遭受更多的惩罚与羞辱,初中生的家庭教育资源好于小学生;华侨留守儿童女生的宜人性高于男生,男生的违纪行为和攻击行为多于女生;华侨留守儿童的家庭教育资源影响其人格,人格又影响其行为。     

Experimental and Conceptual Innovators in the Sciences: The Cases of Darwin and Einstein

Abstract

During the past decade, analyses of artistic creativity have demonstrated the contrast in creative life cycles between experimental old masters and conceptual young geniuses. This article extends the analysis to scientists. Charles Darwin was a great experimental innovator, who spent decades accumulating evidence on evolution and its mechanisms, and made his greatest contributions late in his career. In contrast, Albert Einstein was a great conceptual innovator, who made discoveries through highly abstract reasoning, and made his greatest contributions early in his career. The careers of these two great scientists are thus consistent with the thesis that, as in the arts, conceptual creativity is associated with youth, but experimental creativity increases with age.     

Grasslands as transitional spaces of play: Mongol children’s reimagination of the world in cinematic representation

ABSTRACT

This article examines children’s geographies in cinematic representation. It argues that cinematic landscape that intimates what D. W. Winnicott conceives as ‘transitional space’ contributes to a cinematic rendering of the otherness of childhood. Taking the Chinese movie Mongolian Ping-Pong (2005, dir. Ning Hao) as a case study, this article illustrates how the cinematic space of the grasslands is transformed into multiple transitional spaces of play for the Mongol child protagonists owing to the filmmaker’s employment of cinematic landscape, while a ping-pong ball discovered by one of the children becomes their ‘transitional object’. In transitional spaces, the children safely and creatively manipulate cultural resources of diverse scales to understand the social-cultural identity of the ball. Consequently, their unique vision of the world unfolds. The filmmaker’s cinematic treatment reveals his celebration of the children’s creativity. He sympathises that they cannot escape from acculturation once they start formal schooling in a Han-dominated society.     

The Schillers of the suburbs – creativity and mediated sociality

Theories around the cultural geography of creativity have given new life, in recent years, to negative perceptions of the suburbs as ‘isolated’. These theories have emphasised the importance of ‘clusters’, ‘precincts’, ‘incubators’ and ‘hubs’, suggesting that even in the era of the Internet, creativity requires an immediacy of social interaction, which can only be found where there is social concentration. The paper brings these theories into question through a long historical perspective on the relation between creativity and ‘mediated sociality’. Drawing on the work of Elias, it suggests some surprising parallels between the position of German artists and intellectuals in the eighteenth and nineteenth centuries and suburban creative practitioners today. The former were in many respects ‘isolated’, relatively dependent on mediated sociality, and yet they produced a major historical flowering of creative activity. The example prompts us to think more sympathetically and optimistically about the creative potential of contemporary suburbia.     

被拐儿童生命历程变迁与原生家庭融入研究——基于寻亲成功案例的实证

被拐儿童的生命历程变迁与寻亲成功后的原生家庭融入境遇值得关注.本文通过实地调研访谈寻亲成功后的被拐儿童及其家乡社会网络成员,以生命历程理论为指导,揭示被拐儿童的生命历程变化,考察寻亲成功后的原生家庭融入情况.研究发现:被拐儿童的生命历程主要经历被拐、被收养、寻亲与寻亲成功4个重大生命事件.被拐儿童寻亲成功后的原生家庭融...     

文化创意在博物馆中的运用

当今时代,随着我国经济的快速发展,生活水平不断提高,人们已不再满足于物质生活,提高文化生活需求的呼声已越来越高。作为文化产业的重要部门,博物馆已逐渐强调其开放性与多样性,增加观众的参与和互动。将其与文化创意相融合已成为文化部门当下最主要的任务和挑战,从而使得博物馆对我国的发展起到更加多元化的社会作用。     

论先进文化的内涵及特性

先进文化是人类文明进步的结晶,又是人类社会前进的精神动力和智力支持。马克思主义认为,评价先进文化的标准应谊是具体的、历史的。创造力是先进文化的不竭动力,传统文化中蕴藏的民族精神是我们民族的生命匀所在,     

Children’s independence: a conceptual argument for connecting the conduct of everyday life and learning in Finland

This paper discusses children’s independence as a conceptual framework for exploring how independence in children’s everyday life relates to learning in the Finnish context. The framework is articulated using the conduct of everyday life as a theoretical base and focuses on the sociocultural aspects of informal daily life such as periods when children are at home without direct adult supervision as potentially important learning environments. Independence is also linked to discourses on educational success, self-regulated learning and children’s independent mobility. Discussion is supported by results from a survey conducted in Finland exploring parental perceptions of their children’s level of independence and children’s spatial movement and routines. The conceptual arguments made and preliminary findings summarized point to children’s independence in the conduct of everyday life as an additional factor to consider when exploring the impact of sociocultural factors on the development of self-regulated learners.     

Why can't you change? Stories of parents and street educators about adolescent girls in street situations

For children and young people in street situations, to give up street life is easier said than done. The study reported in this article aims to contribute to the field of children and young people in street situations by introducing the voices of parents whose daughters live on the streets. In biographical narrative interviews, we asked parents together with street educators from Bolivia to share their stories of girls entering and leaving street life. Our findings showed that a child's act of running away made parents aware about their parenting, leading to new openings and possible renewed social bonds with their children. At the same time, street educators’ stories exposed the importance of the family support during the process of exiting street life. Nevertheless, even though parents no longer want to stand on the sidelines, the stories also revealed that parents are still forgotten throughout interventions with street children in Bolivia.     

Values and assumptions underpinning policy for children and young people in England

This paper provides an account of current ideas about English childhood that seem to underpin policies ‘for’ children. New Labour values the future adulthood of children more than their childhoods, and stresses children's responsibilities over their rights. Generally, child protection and provision for children has higher status than children's participation. Children are excluded from participation in social life. Traditional psychological formulations remain powerful in their stress on childhood as a preparatory stage of life, where children are socialised into conformity with the norms of social life. However, the last 15 years have seen greater respect for children's own views and experiences, for their rights and for the idea that childhood is socially constructed. But the idea that children are contributors to society is still rarely recognised and they continue to suffer from low social status accordingly.     

Assertions and aspirations: agency among accompanied asylum-seeking children in Sweden

Research on asylum-seeking children tends to disregard those in parental care. In particular, little is known about children’s own perspectives. Based on ethnographic fieldwork in Sweden, this article explores the ways in which accompanied children experience and seek to overcome challenges posed by asylum reception. The focus is on children’s ambition and ability to form their everyday life, given their ambiguous position of tentative emplacement. Theoretical inspiration is sought in Ortner’s ‘agency of personal projects’ and de Certeau’s concept of ‘tactics’, analysed through the prism of liminality. The study found that while some tactics aimed at avoiding situations and settings that made children uncomfortable, others involved influencing their situation through pursuing ‘personal projects’. Many children’s strivings were directed at creating ‘a normal life’ and a place for themselves in Swedish society. The findings challenge the idea that accompanied children are more protected from difficulties and responsibilities than those seeking asylum alone.