“意境说”导引,建构儿童情境学习范式

Guiding by Artistic Conception,Constructing Children's Situated Learning Paradigm

为探究儿童快乐、高效学习和全面发展的路径,李吉林在民族文化的导引下,历经30多年,建构了中国式的儿童情境学习范式。从"意境说"中概括出"真、美、情、思",并将此列为儿童情境学习的四大核心元素。让儿童认识一个真实的世界,让符号学习与生活连接;用美的愉悦唤起情感,在熏陶感染中促进儿童主动发展;用情感生成内驱力,让情感伴随儿童的认知活动;在广远的意境中,通过想象开发儿童潜在智慧。"情感与认知结合"是儿童情境学习的核心理念。择美构境,境美生情,以情启智,把情感活动与认知活动结合起来,引导儿童在情境中学、思、行、冶的儿童情境学习范式,显示了民族文化的独特优势。

In order to find the ways for children＇s happy and efficient learning, and all-around development, Li Jilin constructed Chinese-style situated learning paradigm after 30 years based on national culture. This article outlines ＂truth, beauty, emotion and thinking＂ from artistic conception, which I consider them as four elements of children＇s situated learning. I think that we should guide children to perceive the word as it is, connect the symbolic learning to the real lives, evoke emotions by the pleasant of beauty, promote the children＇s active development by the edification and infection, generate the drives by emotion, be company with cognitive activities, and inspire the children＇s potential wisdom by imagery in wide artistical state. Then put forward children＇s situated learning core concept, which is ＂the combination of children＇s cognitive activities with emotional activities＂. The children＇s learning paradigm was built by creating situations by beauty, producing emotions in the beautiful situations, combining the cognitive activities with emotional activities, guiding children to learn, combining the cognitive activities with emotional activities, and practicing and nurturing in the situations. It shows the unique advantages of national culture.