就其本质而言,人与自然共生、共在、共长。儿童孕育于自然,是自然界之有机组成部分,儿童与自然关系表现为“母—子”“你—我”的原生关系。然而,随着工业化、城市化和信息化的纵深推进,儿童生活空间和生活模式发生巨大变化,而且变化速度日益加快,儿童逐渐表现出自然观念式微、具身体验缺失和自然情感疏离等自然缺失之症状,自然教育刻不容缓。根治儿童自然缺失症的教育路向主要有三个方面:通过学校自然环境创设,可让儿童与自然美好相遇,唤醒儿童的内在自然性;通过组织种植活动,可让儿童参与到自然物的生长之中,“成为自然”;通过将儿童领入荒野,可让儿童释放最原生的自然力量,成为自然的有机组成部分。由此,方可还原儿童与自然之原生关系。
Abstract
In essence,humans and nature coexist,co-present,and co-evolve.Children are conceived in and are an organic part of nature;the relationship between children and nature is characterized by a primordial ″mother-child″ and ″you-me″ connection.However,with the deepening processes of industrialization,urbanization,and informatization,children′s living spaces and modes have undergone tremendous and increasingly rapid transformations.Consequently,children are gradually exhibiting symptoms of nature-deficit disorder,including a decline in naturalistic concepts,a lack of embodied experiences,and an alienation from natural affinities,making nature education an urgent imperative.The primary educational pathways to fundamentally address children′s nature-deficitdisorder lie in three aspects:creating natural environments within schools canfacilitate meaningful encounters between children and nature,awakening their innate natural tendencies;organizing planting activities allows children to participate in the growth of natural organisms,enabling them to ″become nature″;and guiding children into wilderness settings can help them release their most primal natural forces,reintegrating them as organic components of nature.Thereby,the primordial relationship between children and nature can be restored.
关键词
自然缺失症 /
自然教育 /
儿童教育 /
学校环境创设 /
种植活动
Key words
nature-deficit disorder /
nature education /
children′seducation /
school environment design /
planting activities
{{custom_sec.title}}
{{custom_sec.title}}
{{custom_sec.content}}
参考文献
[1] 洛夫 R.林间最后的小孩:拯救自然缺失症儿童[M].王西敏,译.北京:中国发展出版社,2022.
[2] 周易.12.4%孩子具有“自然缺失症”倾向[N].中国青年报,2013-05-16(6).
[3] 张艳.让孩子们与自然重归于好:儿童自然缺失症研究与实践[EB/OL].(2015-11-21)[2025-04-10].natureforum.https://mp.weixin.qq.com/s/UvWvGXv5Gbpxp3wmh0X9Yw.
[4] 王艳.儿童自然体验教育的内涵及其实施[J].学前教育研究,2024(3):91-94.
[5] 泰戈尔.泰戈尔谈教育[M].白开元,译.北京:商务印书馆,2010:78-79.
[6] 焦荣华.儿童与大自然的关系对儿童教育的启示[J].学前教育研究,2012(11):10-16.
[7] 陈鼓应.老子注译及评价[M].北京:中华书局,2015:65.
[8] 刘晓东.儿童文化与儿童教育[M].北京:教育科学出版社,2006:13.
[9] 孙蓉鑫,陈乐乐.儿童形而上学存在的实现道路[J].教育学报,2023(4):16-27.
[10] 海德格尔.演讲与论文集[M].孙周兴,译.北京:生活·读书·新知三联书店,2005:152-153.
[11] 曹文轩.追随永恒[M].北京:北京大学出版社,1998:201-202.
[12] 布伯 M.我与你[M].陈维纲,译.北京:生活·读书·新知三联书店,1986:71.
[13] 刘晓东.解放儿童[M].北京:新华出版社,2002:158-159.
[14] 翟俊卿,朱艳,姜奕文,等.城市学前儿童的自然观:基于现象图析学的分析[J].学前教育研究,2022(11):59-74.
[15] JIANG Fan.Research on the Impact of Screen Exposure on Children′sEarly Development[J].JAMA Pediatrics,2022(6):534-550.
[16] RACHEL F,PETER A.Urban Students′ Definitions and Perceptions of Nature[J].Children,Youth and Environments,2011(2):159.
[17] 李世书.人与自然关系的异化与双重解放:马尔库塞的生态批判与革命[J].江西社会科学,2016(6):18-25.
[18] MAUDSLEY M.Children′s Play in Natural Environments[R].London:Children′s Play Information Service,NCB,2007.
[19] 尹龙梅,陈水平.自然教育对儿童发展的价值意蕴及实践路径[J].开封文化艺术职业学院学报,2024(3):98-104.
[20] 黄英杰,刘瑞斌.“生生不已”的幼儿园环境创设探析:基于生命美学的视角[J].教育与教学研究,2024(5):101-111.
[21] 罗瑶.幼儿园自然教育目的与实践的省思与重构[J].教育与教学研究,2023(11):13-26.
[22] 罗尔斯顿III H.哲学走向荒野[M].刘耳,叶平,译.长春:吉林人民出版社,2000:67.
[23] 王国超.学校传承民族文化:瓶颈与突破[J].学术论坛,2015(6):134-139.
基金
*贵州省教育科学规划重点课题“新时代儿童‘自然缺失症’生成机理及教育路径研究"(编号:2024A013)。
PDF(1537 KB)
