华东师范大学学报(教育科学版)

华东师范大学学报(教育科学版) ›› 2022, Vol. 40 ›› Issue (2): 1-16.doi: 10.16382/j.cnki.1000-5560.2022.02.001

• 特稿 •    下一篇

论儿童全面发展概念的多学科内涵建构

朱旭东1, 李秀云1,2   

  1. 1. 北京师范大学教师教育研究中心, 北京 100875
    2. 伊犁师范大学教育科学学院, 新疆伊宁 835000
  • 接受日期:2021-11-04 出版日期:2022-02-01 发布日期:2022-01-20
  • 基金资助:
    教育部哲学社会科学研究重大委托项目“中国共产党百年教育史研究”（20JZDW006）；国家社会科学基金“十四五”规划教育学2021年度重大课题“中国共产党百年教育方针研究”（VAA210001）

Conceptual Framework of Children’s All-round Development through a Multi-disciplinary Approach

Xudong Zhu1, Xiuyun Li1,2   

  1. 1. Key Institute of Humanity and Social Science, MOE, Center for Teacher Education Research, Beijing Normal University, Beijing 100875, China
    2. School of Education Science, Yili Normal University, Yining, Xingjiang 835000, China
  • Accepted:2021-11-04 Online:2022-02-01 Published:2022-01-20

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摘要：

儿童全面发展概念的多学科内涵建构立足于马克思主义“人的全面发展”的深刻内涵，尝试从多学科视角探讨儿童全面发展“五对概念十二个范畴”的内涵建构，具体包括：（1）儿童道德和公民性发展的伦理学、政治学视角的概念内涵建构；（2）儿童认知与情感发展的心理学、脑科学视角的概念内涵建构；（3）儿童社会性与个性发展的社会学、心理学、社会心理学视角的概念内涵建构；（4）儿童艺术与审美发展的艺术学、美学视角的概念内涵建构；（5）儿童健康与安全发展的人体运动学、营养学、安全学视角的概念内涵建构，以及儿童大脑与身体发展的脑科学、生理学视角的概念内涵建构。儿童全面发展概念的多学科内涵建构对深化儿童发展的基本理论予以探讨，为更加全面地把握育人目标提供理论借鉴，并为构建科学的教育评价体系提供思想基础。

关键词: 儿童全面发展, 多学科视角, “同心圆”概念框架

Abstract:

Conceptual framework of children’s all-around development through a multi-disciplinary approach is based on Marxist “all-around development of humans”. It attempts to construct a conceptual framework for children’s all-around development through a multi-disciplinary perspective, consisting of “five pairs of concepts and twelve categories”. Specifically, it includes the conceptual construction of children’s civic and moral development through the lens of political science and ethics; the conceptual construction of children’s cognitive and emotional development through the lens of psychology and brain science; the conceptual construction of children’s social and personality development through the lens of sociology, psychology, social psychology; the construction of children’s artistic and aesthetic development through the lens of art studies and aesthetics; the conceptual construction of children’s health and safety development through the lens of human kinematics, nutrition, and safety; the conceptual construction of children’s physical and brain development through the lens of physiology and brain science. The construction of children’s all-around development through a multi-disciplinary approach is to deepen the discussion around the basic theories for children’s development. The conceptual framework provides theoretical reference for a more comprehensive grasp of the goal of education, as well as theoretical basis for constructing a scientific educational evaluation system.

Key words: children's all-round development, multi-disciplinary approach, “concentric circle” conceptual framework