|本期目录/Table of Contents|

[1]潘多灵,夏 成.绘本、禁忌和幼儿生命教育[J].宁波大学学报(教育科学版),2016,38(4):78-082.
点击复制

绘本、禁忌和幼儿生命教育(PDF)
分享到:

《宁波大学学报》(教育科学版)[ISSN:1008-0627/CN:33-1214/G4]

卷:
第38卷
期数:
2016年4期
页码:
78-082
栏目:
出版日期:
2016-06-28

文章信息/Info

Title:
-
文章编号:
10080627(2016)04-0078-05
作者:
潘多灵1夏 成2
(1. 南昌师范高等专科学校 人文科学系,江西 南昌 330103; 2. 江西农业大学 人文与公共管理学院,江西 南昌 330045)
Author(s):
-
关键词:
-
Keywords:
preschool education preschool children picture-books taboo life education
分类号:
-
DOI:
-
文献标志码:
A
摘要:
生命教育包含着潜在的悖论,即,生命的灵性和韧性虽可以融合,但又天然存在着冲突,甚至互以对方的牺牲为发展的前提。忽视生命教育的悖论,导致成人在为幼儿挑选绘本读物时,固守暴力、死亡、性方面的幼儿禁忌,只愿选择“安全的”绘本作为幼儿阅读的材料,造成了对幼儿心灵世界的过度保护,这并不利于幼儿生命教育的开展。因此,幼儿生命教育应打破幼儿禁忌,适当选择“危险的”绘本作为幼儿阅读材料,使幼儿的心灵世界在理想和现实之间达到平衡。
Abstract:
Life education contains a potential paradox that the nimbus and tenacity of life naturally clash with each other despite their integrity. One’s development can even be built on the other’s destruction. The ignorance of the paradox of life education leads to adults overprotecting kids in the pretext of violence, death and sexual taboo when selecting “safe and sound” picture-books as preschool readings. This goes against the development of preschool children’s life education. The authors, therefore, suggest that taboos may be broken through to reasonably choose “adventurous” books in order to balance ideal and reality in the kids’ inner world

参考文献/References:

[1].刘乃华. 幼儿生命教育教程编制和实施的行动研究[D]. 上海: 华东师范大学, 2007.
[2].朱四倍. 儿童读物成人化让谁脸红[N]. 中国教育报, 2015-04-17(02).
[3].弗洛伊德. 图腾与禁忌[M]. 文良文化, 译. 北京: 中央编译出版社, 2015.
[4].刘晓东. 儿童教育新论[M]. 南京: 江苏教育出版社, 2008.
[5].菲力浦?阿利埃斯. 儿童的世纪: 旧制度下的儿童和家庭生活[M]. 沈坚, 朱晓罕, 译. 北京: 北京大学出版社, 2013.
[6].弗雷泽J G. 金枝[M]. 汪培基, 徐育新, 张泽石, 译. 北京: 商务印书馆, 2013.
[7].Chaudhri Teale. Stories of multiracial experiences in literature for children, ages 9-14[J]. Children’s literature in education, 2013,44(4): 359-376.
[8].Willet G P. Strong, resilient, capable, and confident[J]. Horn book magazine[J]. 1995(2): 175-180.
[9].Martin Salisbury, Morag Styles. Children’s picturebooks: The art of visual storytelling[M]. London: Laurence king publishing, 2012.
[10].海德格尔. 语言的本质[M]// 海德格尔选集. 孙周兴, 译. 上海: 上海三联书店, 1996.
[11].傅永军. 哈贝马斯交往行为合理化理论述评[J]. 山东大学学报: 哲学社会科学版, 2003(3): 9-14.
[12].Kathryn James. Death, gender, and sexuality: In contemporary adolescent literature[M]. London: Routledge, 2011.
[13].Joanna Haynes,Karin Murris. Picturebooks, pedagogy and philosophy[M]. London: Routledge, 2012.
[14].佩里?诺德曼, 梅维丝?雷默. 儿童文学的乐趣[M]. 陈中美,, 译. 上海: 少年儿童出版社, 2008. Picture-books, Taboo and Preschool Children’s Life Education
[15].Pan Duo-ling1, Xia cheng2
[16].(1. Dept. of Humanities, Nanchang Teachers College, Nanchang 330103, China; 2. Dept. of Humanities and Public Administration, Jiangxi Agricultural University, Nanchang 330074, China)
[17].AbstractLife education contains a potential paradox that the nimbus and tenacity of life naturally clash with each other despite their integrity. One’s development can even be built on the other’s destruction. The ignorance of the paradox of life education leads to adults overprotecting kids in the pretext of violence, death and sexual taboo when selecting “safe and sound” picture-books as preschool readings. This goes against the development of preschool children’s life education. The authors, therefore, suggest that taboos may be broken through to reasonably choose “adventurous” books in order to balance ideal and reality in the kids’ inner world.

备注/Memo

备注/Memo:
基金项目:江西省教育科学“十二五”规划2014年度课题“基于绘本欣赏的幼儿生命教育研究”(14YB134)第一 收稿日期:2016-01-10基金项目:江西省教育科学“十二五”规划2014年度课题“基于绘本欣赏的幼儿生命教育研究”(14YB134)第一作者简介:潘多灵(1982-),女,福建建瓯人,讲师,主要
更新日期/Last Update: 2016-07-05