浙江大学教育学院;上海辰山植物园科普部;
学校花园是美国中小学教育的重要组成部分,已成为正规教育的实践场所、实现终身教育目标的教学手段、联结多方利益相关者的重要纽带。经过百年发展,学校花园的教育功能得以深化和拓展,展现出多样化的生命力。从组织建设来看,美国学校花园有一整套系统的实施策略,包括从获得多方利益者的认同和支持到制订学校花园教育规划,再到选择和开发课程。从教学实践来看,美国学校花园教育以基于花园的学习为教学策略,以体验式学习为理论基础,经由劳动教育类课程、学术类课程和学科融合课程直接或间接地培育劳动素养,包括劳动认知、劳动行为、劳动态度和劳动情感等四个维度。2020年3月我国发布的《中共中央国务院关于全面加强新时代大中小学劳动教育的意见》中明确劳动素养新内涵并强调劳动实践体验的重要性。基于美国中小学学校花园教育在培育劳动素养上发挥着独特作用,得出对我国中小学劳动教育实践探索的几点启示:因校制宜丰富劳动体验,有效整合校内资源,统筹安排劳动实践课时;有效融合学科共生点,生成劳动教育融合课程,深化劳动素养内涵;最大化劳动教育效能,促进学校-学生-社区(家庭)-社会组织内外联合及协作。
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| 下载次数 | 被引频次 | 阅读次数 |
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(1)中共中央国务院关于全面加强新时代大中小学劳动教育的意见[N].人民日报, 2020-03-27(001).
(2)同本页(1)。
(3)中华人民共和国教育部.关于加强中小学劳动教育的意见[EB/OL].(2015-07-24)[2020-05-28]. http://www.Moe.gov.cn/srcsite/A06/s3325/201507/t20150731197068.html.
基本信息:
DOI：
中图分类号:G631
引用信息:
[1]翟俊卿,陈郁郁,王西敏.面向劳动素养提升：美国中小学学校花园教育探析与启示[J].比较教育学报,2022,No.337(01):81-93.
基金信息:
上海市绿化和市容管理局辰山专项（项目编号：G212414）