回归自然:儿童教育的本原性探究

Returning to Nature: the Essence of Children’s Education

当前国内儿童自然教育直接照搬西方的森林教育模式或以游学、生物科学教育、营地教育等形式开展,忽略了自然与儿童教育之间的本原性关系。为了厘清自然的内涵,探究自然与儿童教育的本原性关系,探寻儿童教育回归自然的实践路径,从先秦和古希腊时期关于“自然”的原初涵义入手,阐述自然所具有的“自己如此”“生长”“涌现”等原初内涵是教育回归自然的本原依据。让教育回归自然必须考虑到以下因素:不破坏儿童本来如此、自己如此的状态;顺从儿童固有的本性;激发儿童自主化生的力量;发挥大自然的儿童教育功能。儿童自然教育应“以自然为境”“以自然为师”“以自然为旨”,在实践中走进大自然或创设微自然环境,以自然游戏为核心,融合生命教育和自然美育,激发儿童求真、向善、尚美的本能,促进儿童丰满生命和健康人格的发展。

At present,children’s nature education in China is a simple copy of the western forest education model,or is equated with study tour,biological science education,camp education and other forms,ignoring the essential relationship between nature and children’s education.In order to clarify the connotation of nature,explore the essential relationship between nature and children’s education,and the practical path for children’s education to return to nature,the researcher starts the research with exploring the original connotations of“nature”in the period of Laozi and Zhuangzi in China and ancient Greece in the West.It is found out that the original connotations of nature,such as“self-being”,“growth”and“emergence”,are the essential basis for education to return to nature.For education to return to nature,we must take the following steps:maintain children’s original and natural status;respect the nature of children;inspire the children’s initiative;give full play to the educational function of nature for children.In children’s natural education,we should take nature as the environment,teacher and principle.In practice,we should let children walk into nature or create micro-natural environment,take natural games as the core,integrate life education and natural aesthetic education,inspire children’s instinct of seeking the true,good and beautiful,enrich children’s life and promote the development of their personality.