【作者】 方红；

【导师】 王坤庆；

【作者基本信息】 华中师范大学 ， 教育学原理， 2009， 硕士

【摘要】 儿童是具有独特意义的“人”,儿童精神与“成人”的精神,绝非等同。儿童精神有其特殊性。认识人,就不能忽视对儿童的认识;研究人的精神,就不能忽视儿童精神的研究。随着“人”的观念、教育环境和社会意识形态的变化,特别是儿童观的演变和儿童教育的发展,“儿童”才逐渐从成人文化里分离出来,成为具有独立生命意识和精神世界的主体。儿童作为正在成长发展中的个体,有其丰富的精神世界。在成人的世界里,儿童精神成为了一个悖论式的存在。一方面,面对儿童精神世界的天真无邪、自由纯净、不为名利、游戏想象,成人常常望而生叹;另一方面,成人又对儿童充满忧虑和担心,他们更多地将儿童置于自己的监控之下,儿童的精神世界成为了被控制、被冷落、被分解的世界。成人习惯于以成人的是非标准衡量一切,以成人心目中的理想模式为儿童设计未来。儿童的精神、情感和需要经常被忽视和剥夺。有鉴于此,“儿童”作为一种精神存在,需要重新加以认识和思考。这主要包括:(1)把儿童当作“儿童”。儿童精神是具有独特性的,它的特异性是教育的出发点。(2)正视儿童的“语言”。尊重儿童的话语权,让儿童充分地言说、游戏和想象。(3)打破儿童的“围墙”。实现学校与生活、学校与社会的融通。(4)着眼儿童的“幸福”。服务于儿童现实生活中的幸福追寻,注重对儿童精神的现实关怀和终极关切。更多还原

【Abstract】 Children is unique significance of the "person", children’s spirit is equivalent by no means to adults’ spirit. They have their particularity. Recognizing "person", we can not neglect to recognize children; researching the spirit of person, we should not overlook the children’s spirit research. With the changes in "human" concepts, educational environment and social ideology, especially the evolution of children’s concept and the development of children’s education, "children" only separated from the adult culture and gradually become a subject possessing independent consciousness and spirit. As a growing and developing individual, children have their rich spiritual world.However, in the adult world, children’s spirit has become a paradoxical existence. On the one hand, facing the spiritual world of children’s innocence and pureness, freedom and purity, not for fame or fortune, game and imagination, the adults usually esteem or respect them; On the other hand, adult also fill with anxiety and worry about children’s spirit, because their spirit do not match the value of adults’ standards. So, adults always tend to put children under their supervision. Children’s spiritual world has become controlled, despised and broken. Adults are accustomed to measure everything with their standard, to design the future for children with their ideal model. As a result, children’s spirit, emotion and needs are often neglected and deprived.In view of these, "children" as a kind of spiritual existence, need to be re-recognized and reconsidered. The approaches mainly include: (1) regard children as "children". Children’s spirit is unique, and its specificity is the base of education. (2) envisage children’s "language". Respect children’s right to speak and allow children to fully statement, game and imagine. (3) break children’s "wall". Achieve connecting between education and life, schools and community. (4) focus on children’s "happiness" . Services for children’s pursuit of happiness in real life, pay attention to the realistic care and the ultimate concern of children’s spirit.更多还原