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《华夏少年(简快作文 )》2014,(6)
瑞吉欧教育体系被认为是幼儿教育的典范,并在当今对世界各国的学前教育产生了重要影响。基于瑞吉欧教育经验,从文化适宜性的角度对当前的幼教改革做一反思,探讨我国学前教育发展的趋向应然之路。 相似文献
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瑞吉欧的教育者创造出了根植于自己社会文化土壤的早期教育体系,近十几年来吸引了全世界学前教育工作者的目光.文章通过介绍瑞吉欧教育活动中的师幼互动关系,以使其为我们在幼儿教育中构建新型的师幼关系提供有益的启示. 相似文献
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当前,瑞吉欧教育以其鲜明的教育特色和先进的教育理念风靡全球,越来越多的学前教育工作者把目光转向了瑞吉欧教育模式。瑞吉欧教育的儿童观、教师观、课程观、环境观、合作观等对我国学前教育的发展都有重要的启示意义。本文从瑞吉欧教育模式的特点出发,深入解读其成功的原因,有助于我们在学习瑞吉欧精神的同时,走中国特色学前教育道路。 相似文献
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瑞吉欧教育系统创造的新文化 总被引：2，自引：0，他引：2
多年来,瑞吉欧教育系统一直在努力创造一种以参与、反思、团结、愉快和奇迹为特征的新文化。换言之,瑞吉欧教育系统通过参与者的对话和互动,以及通过教育的记录扩大自我映像,正在建立一种共同建构的学习文化。瑞吉欧教育系统创造的新文化对以往早期教育的理念和实践提出了质疑和挑战。引起一场对于早期教育概念重新思考和定位的卓有成效的讨论。 相似文献
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瑞吉欧确实不同凡响,它所创造的独特教育理念和方式让世人为之惊叹.作为一名幼教工作者,惊叹之余禁不住思索:是什么使瑞吉欧教育如此充满活力?教育是一种充满各种关系的活动,比如:教育中的传统与进步、教师与学生、学习与教学、学校与家庭和社会等等.在某种程度上来看,一种高质量的教育是在协调各种两极关系中主动地、创造性地发展着的.瑞吉欧教育的成功在于使教育中的传统与进步、幼儿与教师、游戏与学习、幼儿园与家庭和社区、个体与集体、历史文化与现实等本来相对对立的种种关系达到"独特的和谐".分析这种独特和谐理念,对于当前我国的学前教育改革有很大的启示. 相似文献
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来自瑞吉欧理念的思考--关系和谐中建构幼儿教育 总被引：1，自引：0，他引：1
瑞吉欧确实不同凡响,它所创造的独特教育理念和方式让世人为之惊叹.作为一名幼教工作者,惊叹之余禁不住思索:是什么使瑞吉欧教育如此充满活力?教育是一种充满各种关系的活动,比如:教育中的传统与进步、教师与学生、学习与教学、学校与家庭和社会等等.在某种程度上来看,一种高质量的教育是在协调各种两极关系中主动地、创造性地发展着的.瑞吉欧教育的成功在于使教育中的传统与进步、幼儿与教师、游戏与学习、幼儿园与家庭和社区、个体与集体、历史文化与现实等本来相对对立的种种关系达到"独特的和谐".分析这种独特和谐理念,对于当前我国的学前教育改革有很大的启示. 相似文献
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蒙台梭利与瑞吉欧教育体系都是我国当前学前教育中保持时间较长的热点,但两者在我国的实际融合状况又各不相同,造成这种形式的原因是多方面的,对其社会文化背景的分析将更有助于我们认识教育上的引入与改造的实践规律. 相似文献
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瑞吉欧,起名于意大利北部城市.自20世纪60年代以来,洛利斯·马拉古齐和当地的幼教工作者一起兴办并发展了该地的学前教育,形成了一套"独特与革新的哲学和课程假设、学校组织方法及环境设计的原则",人们称之为瑞吉欧教育取向. 相似文献
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近些年来,世界各国的学前教育工作者纷纷涌到瑞吉欧,在感叹当地神奇的公共保教系统的同时,也许最大的愿望就是将瑞吉欧的教育方法运用到自己的教育体系中去。于是,在许多学前教育机构中出现了专门的美术活动室,在教室里装配了许多镜子,甚至专门设置了中心广场。一时间,瑞吉欧教育系统成了一种时尚和模式。此时,人们不禁要问:瑞吉欧这个高质量的教育系统所代表的是一种精神,还是一种方法?我们究竟要向瑞吉欧学习一些什么? 相似文献
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Sandra M. Linder Beth Powers-Costello Dolores A. Stegelin 《Early Childhood Education Journal》2011,39(1):29-37
Mathematics education is a critical part of the curriculum for students worldwide. The foundation for understanding mathematical
concepts related to number sense begins early in life, and early childhood classrooms can provide the seeds for mathematical
skills that will be needed later in life. In this article, the authors make a case for meaningful and developmentally appropriate
mathematics experiences for young children in diverse early learning settings. Instructional and curricular methods inspired
by the Reggio Emilia Approach are described as effective ways to teach number concepts to young children from preschool through
primary age. Strategies for teachers of young learners are presented in order to strengthen the mathematics curriculum in
contemporary early learning settings. The authors’ analysis and recommendations are informed by their extensive experiences
including studies in Reggio Emilia early childhood settings (infant toddler, preschool, and primary schools) and their work
in early childhood teacher education at their respective universities. 相似文献
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Arleen Theresa Dodd-Nufrio 《Early Childhood Education Journal》2011,39(4):235-237
During the past century Loris Malaguzzi (1920–1994), a principal figure in the establishment and creation of the preschools
of Reggio Emilia, Italy, was one of the seminal thinkers in early childhood education. The influence of John Dewey, one of
the most important American philosophers, is visible in contemporary early childhood classrooms of Reggio Emilia. However,
as this editorial contends, in the author’s experience, many pre-service teachers have the misconception that the two programs
that originated in Italy—Maria Montessoir and Reggio Emilia—are synonymous. This editorial discusses another connection; namely,
the relationship between John Dewey’s philosophy of education and the pedagogy of Reggio Emilia preschools. Pre-service teachers’
understanding of Dewey’s theory and the Reggio Emilia experience makes an important contribution to the development of their
personal teaching philosophy and understanding of best practices in the field. 相似文献
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This article describes the application of technology in Reggio Emilia inspired early childhood and teacher education programs at the University of Michigan-Dearborn. We have found that technology used in a Reggio inspired program can be a valuable tool for the representation and organization of ideas, collaboration among a specific learning community, visualization and reflection on thinking, and communication of learning to the broader community. Our experiences and reflections suggest that the integration of technology in a Reggio inspired curriculum supports knowledge construction of both children and student teachers. 相似文献
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Valarie Mercilliott Hewett 《Early Childhood Education Journal》2001,29(2):95-100
Reggio Emilia, a prosperous region in Northern Italy, is the site of one of the most innovative, high-quality city-run infant-toddler and pre-primary systems in the world. The Reggio Emilia Approach to early childhood education draws from the ideas of many great thinkers, yet it is much more than an eclectic mix of theories. With that in mind, the following points concerning the learner, the instructor, and knowledge serve to guide the Reggio Emilia Approach to educating young children: the learner possesses rights, is an active constructor of knowledge, and is a social being; the instructor is a collaborator and co-learner along with the child, a guide and facilitator, and a researcher; and knowledge is viewed as being socially constructed, encompassing multiple forms of knowing, and comprised of meaningful wholes. 相似文献
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Baji Rankin 《Early Childhood Education Journal》2004,32(2):81-85
Loris Malaguzzi, founder and guide for 50 years to the schools of young children in Reggio Emilia, Italy, passed away in January 1994. In this interview, conducted in 1990, Malaguzzi speaks directly to early childhood educators in the United States. He blends theory and practice as he clarifies the theoretical base of the Reggio schools and discusses pedagogical implications for early childhood practitioners who want to work from a deep understanding of children's thinking and questions. 相似文献
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Beatrice Jane Vittoria Balfour 《Gender and education》2016,28(3):445-457
ABSTRACTThis article investigates whether the memories of women’s movements that grew out of the Italian Resistance to the Nazi-Fascist Regime during the Second World War have left any legacy to women teachers in early childhood education. The article focuses on the case of internationally renowned and high-quality schools for young children, the municipal schools of a northern Italian town called Reggio Emilia. In contrast to much of the literature on gender and early childhood education, this paper reveals that many women teachers in these schools think of themselves as agents of social change, and that this is tied to their memories of the Italian Resistance. 相似文献
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Suzy Edwards Corresponding author 《Early Years: An International Journal of Research and Development》2005,25(1):67-80
The early childhood curriculum is informed by a complicated array of developmental and learning theories. In recent times these theories have been most readily articulated in approaches to curriculum planning emerging from the Developmentally Appropriate Practice (DAP) guidelines and the project work in Reggio Emilia. Drawing on a common theoretical heritage, each of these approaches places a certain emphasis on ideas emerging from cognitive constructivism and developmental theory. This paper explores the nature of these theoretical informants as they are played out in both DAP and Reggio Emilia. Findings from a study aimed at examining educators' conceptions of cognitive constructivism and developmental theory as utilised by DAP are reported, with the responses by four educators regarding these understandings in relation to their developing awareness of the Reggio Emilia approach detailed. The paper identifies differences in orientation between the educators' conceptions of developmental theory and constructivism relative to DAP and Reggio, and indicates the potential value further research in this area holds for examining how common theoretical informants can be played out to different effect across early childhood curricula. 相似文献
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Boo Yeun Lim 《Early Childhood Education Journal》2004,32(2):113-119
Painting in early childhood classrooms should have its own values and purposes enriching young children's aesthetic intelligence rather than being considered as mere supplements to other art activities. The three approaches to painting in early childhood settings – Bank Street, Reggio, and Waldorf – consider painting as the core of integrated curriculum and present a coherent relationship between theory and practice. Materials and instructional methods for painting within each approach appear to be unique and provide insights for early childhood teachers. 相似文献