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由一名小学教师到一位教育家,这一跨越是50多个春秋的生命跋涉,其间包含着多少的艰辛与奋斗。一位中国当代儿童教育家,却永远保持着小学教师的身份和本色,这又是一种什么样的情怀和境界。“情境教育”理论体系的创建以及中国情境教育学派的开创具有国际视野、民族特色,更有鲜明的个人印记,是学术建树与人格境界的紧密结合。李吉林老师的情境教育理论以情感和感性为基本特征,她的发端并不是理性思考之后的选择,而是精神品质、生命境界的自然表露。民族文化传统既是她教育理论建构的第一推动力,也交织着她的学识、人品与追求。
From a primary school teacher to an educator, this leap forward is more than 50 years of life journey, which contains much hardship and struggle. A contemporary Chinese educator for children, but always maintain the identity and character of primary school teachers, which is what kind of feelings and realm. The establishment of the theoretical system of “situational education” and the creation of the Chinese situation education school have a distinctive personal imprint with an international perspective and national characteristics. They are a combination of academic achievement and personality realm. Li Jilin’s theory of situational education takes emotion and sensibility as its basic features. Her starting point is not the choice after rational thinking, but a natural expression of spiritual quality and realm of life. The national cultural tradition is not only the first impetus of her educational theory construction, but also intertwines her knowledge, character and pursuit.