共同情感理论视野下的学前教育育人体系分析

曲靖师范学院学报 ›› 2019, Vol. 38 ›› Issue (5): 96-101.

共同情感理论视野下的学前教育育人体系分析

王飞

曲靖师范学院教师教育学院,云南曲靖 655011

收稿日期:2019-09-23 出版日期:2019-09-26
作者简介:王飞,曲靖师范学院教师教育学院副教授,博士,硕士生导师,主要从事高等教育与教师教育研究。

Analysis Of Pre-school Education System In The Field Of Common Emotion Theory

Wang Fei

College of Teacher Education Qujing Normal University, Qujing Yunnan 655011,China

Received:2019-09-23 Published:2019-09-26

摘要/Abstract

摘要： 学前教育范畴一直以来不重视共同情感理论的探讨和分析。学前教育作为社会科学的重要组成部分,其理论建设应当跳出学前教育不宽阔的范畴与领域,从共同情感理论的视角开展探索和思考。共同情感理论范式影响且推动学前教育学理论和实践的演绎,具体表现为:该理论揭示了学前教育的价值论是人权,该理论强化了学前教育的方法论是家庭似的组织,该理论指明了学前教育的认识论是源于儿童的脆弱,该理论明确了学前教育的本体论是培养人格。这四个理论维度,从不同角度与路径解析学前教育,共同构成学前教育的育人体系。

关键词: 共同情感理论, 学前教育, 育人体系

Abstract: The scope of pre-school education has not paid much attention to the discussion and analysis of common emotion theory. As an important part of social science, the theoretical construction of pre-school education should be explored and thought out from the perspective of common emotion theory. The paradigm of common emotion theory influences and promotes the interpretation of the theory and practice of pre-school education, which is manifested in the fact that the theory reveals that the value theory of pre-school education is a human right, and the theory reinforces the methodology of pre-school education as a family-like organization, which indicates that the epistemology of pre-school education stems from the vulnerability of children. The theory makes it clear that the ontology of pre-school education is to cultivate personality.These four theoretical dimensions, from different angles and paths to analyze pre-school education, together constitute the pre-school education system.

Key words: Common emotion theory, pre-school education, education system

中图分类号:

G610

王飞. 共同情感理论视野下的学前教育育人体系分析[J]. 曲靖师范学院学报, 2019, 38(5): 96-101.

Wang Fei. Analysis Of Pre-school Education System In The Field Of Common Emotion Theory[J]. JOURNAL OF QUJING NORMAL UNIVERSITY, 2019, 38(5): 96-101.

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