我国3~6岁儿童哲学教育的现状、问题与对策——从李普曼和马修斯说起

The present situation,problems and countermeasures of philosophy education for children aged 3~6——Start with Lippmann and Matthews

李普曼和马修斯是儿童哲学教育的两位代表人物,二者在儿童哲学教育思想上存在一些显著差异。我国3~6岁儿童哲学教育受马修斯的影响更大,承认儿童哲学思维的自发性,重视绘本在教学中的应用,但是教学活动缺乏延续性,对儿童思维过程的重视不够。3~6岁儿童哲学教育应结合李普曼和马修斯二者的优点,以家园合作的形式将哲学思维的自发性和哲学教育的延续性结合起来,重视儿童思维能力的训练与发展,选择适当的绘本建构课程体系,从而使得教育活动持续有效地开展。

Matthew Lipman and Gareth B.Matthews are two representatives of children's philosophy education,but there are some significant differences between them in children's philosophy education thoughts.The philosophy education of children aged 3-6in China is more influenced by Matthews,who recognizes the spontaneity of children's philosophy thinking and attaches importance to the application of picture books in teaching,however,teaching activities lack continuity and the attention paid to children's thinking process is not enough.The philosophy education for children aged 3-6years should combine the advantages of Lippmann's and Matthews'educational thoughts,combine the spontaneity and continuity of philosophy education in the form of home cooperation,attach importance to the training and development of children's thinking ability,select appropriate picture books to construct the curriculum system,so as to carry out continuously and effectively.