试析儿童学的内涵

Analyzing the Connotations of Pedology or “Children Studies”

伴随着基础教育新课程改革的进行,"儿童学"或"儿童研究"成为我国教育理论与实践的热门话题。"儿童学"概念诞生于19世纪末20世纪初的世界教育民主化运动,"儿童学运动"是教育民主化运动的有机构成部分。在美国和欧洲,由于"儿童学"研究过度倚重自然科学和量化方法,未能对复杂的儿童发展问题做出重要突破,最终走向式微。在前苏联,以维果茨基为代表的儿童学学者重视儿童发展的整体性和复杂性,采用多元而富有独创性的研究方法,紧密联系教育实践的变革,最终取得了辉煌的成就,形成了影响深远的"维果茨基学派"。总结世界儿童学百年来的发展,可将其内涵概括为三个方面,即一种尊重儿童独特价值的精神、一个独特的研究领域和一门具体学科。

Along with the ongoing New Curriculum Reform for K-12 education,＂pedology＂, also known as＂children studies＂, has become a ＂hot＂theme in China＇s educational theory and practice. The concept ＂pedology＂formally arose during the world educational democratization movement in late 19 th century and early 20 th century. The pedological movement was the dynamic part of educational democratization movement. In America and Europe, pedology couldn＇t make important contribution to understanding the complicated issue of child development because it overly leaned on the research paradigm of natural sciences. Finally, it declined. In the Soviet Union, The pedologists, represented by L. S. Vygotsky, emphasized the integrity and complexity of child development,adopted multiple and original research methods, and tightly connected pedology to the transformation of educational practice. As a result, shining successes was gained and the Vygotskian School was established which has far-reaching effect on education theory. To summarize the development of pedology during the last 100 years in the world, the connotations of pedologyinclude three parts： It is a spirit to respect the unique value of children, a unique research domain, and a specific science.