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) ›› 2025, Vol. 43 ›› Issue (2): 119-126.doi: 10.16382/j.cnki.1000-5560.2025.02.010

• 国际对话 • 上一篇    

对话“瑞吉欧”：儿童的一百种语言——与国际瑞吉欧儿童中心主席克劳迪娅·朱迪奇的对话

尹坚勤1, 克劳迪娅•朱迪奇（Claudia Giudici）2   

  1. 1. 江苏第二师范学院，南京 210008
    2. 意大利瑞吉欧教育中心，瑞吉欧·艾米莉亚市 42100
  • 出版日期:2025-02-01 发布日期:2025-01-18

Dialogue with Reggio Emilia: The Hundred Languages of Children

Jianqin Yin1, Claudia Judic (Claudia Giudici)2   

  1. 1. Jiangsu Second Normal University, Nanjing, 210008, China
    2. Reggio Education Center, 42100, Reggio Emilia, Italy
  • Online:2025-02-01 Published:2025-01-18

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摘要：

“活教育”思想历经百年锤炼和实践探索，仍保持着长久的活力。意大利“瑞吉欧教育体系”始终秉持儿童本心，在社会不同转型时期持续生机勃发提振全球教育发展。尹坚勤教授与“瑞吉欧儿童”主席克劳迪娅•朱迪奇聚焦环境互动、教师角色、档案纪录与艺术审美等问题展开对话，在对话中达成深度理解与共识。克劳迪娅•朱迪奇提出瑞吉欧环境创构的三重维度、教师的内生育信念、档案纪录的实质与功能、艺术工作室作为一种空间隐喻等观点有着时代性的创生价值，并提出“创造性”与“情境性”是瑞吉欧教育的基本元素与关键特性。对话瑞吉欧，能为中国本土学前教育高质量发展提供参照。

关键词: 儿童, 瑞吉欧教育, 一百种语言

Abstract:

While the Chinese “living education” theory has remained enduring vitality over a century of tempering and experimenting, as a vibrant early education approach, the Reggio Emilia Approach from Italy has been adopted in many countries and regions. This article documents a dialogue between its author and Claudia Judic, president of Reggio Children, on several core issues in preschool education, such as environment as a third teacher, social interactions, the teacher’s role, documentation, and artistic work. Full understanding and consensus were reached in the dialogue. President Giudici proposed the triple dimension of Reggio’s environment creation, the endogenous educational beliefs of teachers, the essence and function of documentation, and the art studio as a spatial metaphor. She also pointed out that “creativity” and “situationality” are the basic elements and key characteristics of the Reggio Emilia Approach.

Key words: children, Reggio Emilia Approach, the hundred languages