摘要
自20世纪70-80年代我国从西方引进儿童哲学教育以来，越来越多的学校、学者开始投身于儿童哲学教育课程的本土化实践，虽然取得了一定的成效，但是，由于对儿童哲学教育的理论研究还不够深入，在具体的实践中还存在儿童哲学教育课程的针对性不强，科学性有待提高，课程实施方式亟待改善等问题。儿童哲学教育具有时代性和地域性，儿童哲学教育课程必须结合我国实际，结合我国优秀的民族文化。因此，要提高儿童哲学教育的实效性，增强儿童哲学教育课程的适切性，必须加强对儿童哲学教育课程的本土化研究。
治荨麻疹的药本文围绕我国儿童哲学教育课程本土化的困境与出路，主要运用案例法与比较法开展研究。本文认为，儿童哲学教育课程是从儿童的兴趣、需要与能力出发，以培养儿童批判意识、创新精神、逻辑推理能力等为主要目标，以哲学故事为载体，对话教学为手段，学生在教师引导下开展学习而实施的课程。儿童哲学教育课程的本土化是指我国儿童哲学教育实践中，无论课程内容还是课程实施，在借鉴国外经验的基础上，通过与我国本土文化环境的有机融合，以增强儿童哲学教育的本土适应性，发展具有本土化特色的儿童哲学教育课程。
《活着》书评在对相关文献资料梳理后，从儿童哲学教育的概念，杜威的教育理念、蒙台梭利的儿童哲学思想和维果茨基的文化历史发展理论入手为儿童哲学教育课程在我国本土化实践的可能性提供支撑。以六一小学、
南站小学、瓦市小学为例，对三所学校儿童哲学教育课程本土化成效进行分析，以探索课程本土化发展路径。本研究的内容主要分为：
第一部分，绪论。从国外儿童教育的兴起、我国儿童哲学教育实践中存在的问题、以及我国教育改革发展趋势的需要阐明了研究的背景、意义和采用的研究方法，对儿童哲学教育、儿童哲学教育课程、课程的本土化核心概念做出界定，并对有关儿童哲学教育的内涵、价值、课程的国内外相关研究进行述评。
第二部分，对理论基础做出阐述。
第三部分，以六一小学、南站小学、瓦市小学为研究对象，对三所学校儿童哲学教育课程的理念、计划、内容，评价等方面分析，阐述其中的优点与不足。
第四部分，根据研究结果，总结出儿童哲学教育课程本土化存在着课程定位不清、课程开发未能结合本土优秀文化传统、教师队伍不能满足哲学课程要求等现实困境。
第五部分，从文化传统、学校主体、家长方面入手，对造成儿童哲学教育课程本土化的现实困境进行因素分析
第六部分，针对本土化困境，从深化儿童哲学教育课程本土化的理论内涵、
蚬肉
消除课程中的文化不适应、保障儿童哲学教育师资队伍的建设、加强家校间合作四个方面尝试提出可以推动儿童哲学教育课程本土化进程的有效策略。
关键词：儿童哲学教育，儿童哲学教育课程，课程的本土化
Abstract
Since the introduction of children's philosophy education in China from the West in the1970s-1980s,more and more schools and scholars have begun to devote themlves to the localized practice of children's philosophy education curriculum.Although some achievements have been made,however,due to the lack of in-depth theoretical rearch on children's philosophy education,there are still some problems in specific practice, such as the lack of pertinence and scientificity of children's philosophy education curriculum To be improved,the way of curriculum implementation needs to be improved.Children's philosophy education has the characteristics of times and regions. The curriculum of children's philosophy education must be combined with the reality of our country and the excellent national culture of our country.Therefore,in order to improve the effectiveness of children's philosophy education and enhance the relevance of children's philosophy education curriculum,we must strengthen the localization rearch of children's philosophy education curriculum.
This paper focus on the dilemma and outlet of the localization of children's philosophy education curriculum in China,mainly using ca method and comparative method.This paper holds that the curriculum of children's philosophy education is bad on children's interests,needs and abilities,with the main goal of cultivating children's critical consciousness,innovative spirit,logical reasoning ability,etc.,with the carrier of philosophy stories,with the means of dialogue teaching,students carry out learning under the guidance of teachers.The localization of children's philosophy education curriculum refers to that in the practice of children's philosophy education in China,no matter the content of the curriculum or the implementation of the curriculum, on the basis of learning from foreign experience,through the organic integration with China's local cultural environment,to enhance the local adaptability of children's philosophy education and develop children's philosophy education curriculum with localization characteristics.
After combing the relevant literature,this paper starts from the concept of children's philosophy education,Dewey's education concept,Montessori's children's philosophy and Vygotsky's cultural and historical development theory to provide support for the possibility of children's philosophy education curriculum in China's localization practice.Taking61primary school as an example,this paper analyzes the effectiveness of the localization of children's philosophy education curriculum in order
to explore the development path of curriculum localization.The main contents of this study are as follows:
The first part is the introduction.From the ri of children's education abroad,the problems existing in the practice of children's philosophy education in China,and the needs of the development trend of education reform in China,this paper expounds the background,significance and rearch methods of the rearch,defines the main concepts of children's philosophy education,children's philosophy education curriculum and curriculum localization and comments on the connotation,value and curriculum of children's Philosophy Education at home and abroad.
The cond part expounds the theoretical basis.
员工年度总结The third part,taking Liuyi primary school,Nanzhan primary school and Washi primary school as the rearch object,analyzes the concept,plan,content,evaluation and other aspects of children's philosophy education curriculum,and expounds its advantages and disadvantages.
The fourth part,according to the rearch results,it is concluded that the localization of philosophy education curriculum for children has some problems,such as the unclear orientation of curriculum,the failure of curriculum development to combine with local excellent cultural tradition,and
the failure of teachers to meet the requirements of philosophy curriculum.
The fifth part,from the cultural tradition,the school main body,the parents aspect, caus the child philosophy education curriculum localization the reality difficult position to carry on the factor analysis
The sixth part,in view of the localization predicament,from the theory discussion, the cultural adaptation,the teacher construction.Four aspects of home school co creation attempt to put forward effective strategies that can promote the localization process of children's philosophy education curriculum.
依恋造句Key words:philosophy for children,the curriculum of philosophy for children,curriculum localization
目录
第1章绪论 (6)
1.1研究背景和意义 (6)
1.2核心概念界定 (7)
1.3国内外研究现状 (9)
1.4研究方法 (19)
第2章理论基础 (20)
2.1杜威的教育理念 (20)
2.2蒙台梭利的儿童哲学理念 (22)
2.3维果茨基的文化历史发展理论 (23)
第3章儿童哲学教育课程本土化案例分析 (25)
3.1六一小学儿童哲学教育课程本土化实践 (25)
3.2南站小学儿童哲学教育课程本土化实践 (40)
3.3瓦市小学儿童哲学教育课程本土化实践 (42)
3.4儿童哲学教育课程本土化成效分析 (44)
第4章儿童哲学教育课程本土化的现实困境 (49)
4.1儿童哲学教育课程在基础教育课程体系中定位不清 (50)
4.2儿童哲学教育课程的开发未能较好的结合优秀的文化传统 (51)
4.3教师队伍不能满足儿童哲学教育课程的要求 (52)
第5章影响儿童哲学教育课程本土化因素分析 (54)
折纸兔子吹气
5.1文化传统对儿童哲学教育课程本土化的影响 (54)
5.2学校主体对儿童哲学教育课程本土化的影响 (56)
5.3家长对儿童哲学教育课程本土化的影响 (57)
第6章儿童哲学教育课程本土化的建议 (58)
6.1深化儿童哲学教育课程本土化的理论内涵 (58)
6.2消除儿童哲学教育课程的“水土不服” (61)
6.3保障儿童哲学教育课程师资队伍的建设 (64)借景抒情的作文
6.4加强儿童哲学教育课程中家校间的合作 (66)
结语 (70)
致谢 (71)
为什么每天都很困参考文献 (72)
个人简介 (75)
