幼儿园劳动教育课程实践中的身体逻辑:后现代主义的视角

The Body Logic in the Development of Child Labor Education Course:A Postmodern Perspective

幼儿园劳动教育旨在通过身体感官的开发来发展幼儿的劳动素养和劳动情感,并使幼儿的灵魂臻至充盈。但工具理性支配下的幼儿园劳动教育课程忽视了幼儿身体整全意义的发挥。身体是人类个体一切学习发生的逻辑起点,它蕴含着丰富的教育价值,幼儿园劳动教育应重新审视幼儿身体的教育功能。以后现代主义为理论视角,当前我国幼儿园劳动教育课程开发与实施存在幼儿身体被隐匿的现象,理性的课程内容、既定的实施路径和同质的课程评价削弱了幼儿的身体投入,限制了幼儿的身体探索,曲解了幼儿身体的价值。应通过设置动态性和生成性的课程目标、建构具有开放性和不确定性的内容体系、拓展幼儿的身体空间、基于幼儿身体参与和身体探索开展课程评价等方式优化幼儿园劳动教育课程的实践过程,使劳动教育真正成为促进幼儿全面发展的载体和手段。

Kindergarten labor education aims to develop children's labor literacy and labor emotion through the development of physical senses,and make children's souls full.However,the kindergarten labor education curriculum under the control of instrumental rationality neglects the full play of children 's body integrity.The body is the logical starting point of all human learning,which contains rich educational value.Kindergarten labor education should re-examine the educational function of children's body.From the theoretical perspective of postmodernism,the current development and implementation of kindergarten labor education curriculum in China has a phenomenon of children 's bodies being hidden.Rational curriculum content,established implementation paths and homogeneous curriculum evaluation weaken children's body input,limit children's body exploration and misinterpret the value of children's bodies.The practical process of kindergarten labor education curriculum should be optimized by setting dynamic and generative curriculum objectives,constructing an open and uncertain content system,expanding children's body space,and carrying out curriculum evaluation based on children's body participation and body exploration,so that labor education can truly become a carrier and means to promote children's all-round development.