情感:情境教育理论构建的命脉

Affection:The Lifeline in Constructing the Theory of Situation Education

儿童时期是一个人一生奠基的关键时期。30年来,我不懈地追求儿童发展的规律,初步构建了以儿童为主体的、自成体系的情境教育理论框架。情感,让我迈出情境教育的第一步。在此基础上,我提出了情感活动与认知活动结合起来的教育主张,构建了情感与认知结合获得教学高效能的课程范式。在回顾整理情境教学的探索历程中,我概括出情境教学促进儿童发展的"五要素",构建了情境教育的基础模式和基础原理,并对情境课程进行了网络构建。回顾情境教育理论构架的历程,我的"爱"与儿童的"情"的交融,构成了情境教育理论构架的内核。"情"是教育的"魂",是情境教育的命脉。

Childhood is the key period for a person＇s development in his whole life. For about 30 years, I have been untiringly pursuing the law of child development, and have constructed the child-oriented and universe theoretical frame about situation education. It is affection that makes me take the first step in situation education. On this basis, I have presented the educational ideas integrating affective activity with cognitive activity, and constructed the curricular paradigm that integrating affection with cognition can get the higher efficiency in teaching. During the exploring process of situation education, I have generalized the ＂five elements＂ of situation education which can improve the child development, and constructed the network struction of situation education. The integration of my ＂love＂ with the child＇s ＂affection＂ has become the kernel of the theoretical frame in situation education. ＂Affection＂ is the ＂soul＂ in education, which is also the lifeline in situation education.