摘要
劳动教育实践基地作为劳动教育的重要物质资源和场域,是一种特殊的教学空间,具有开放性、半自然性、实践性以及空间物成为课程主要内容等特点。空间理论视角下,劳动教育实践基地的空间形态包括作为物质性构成的物理空间、作为生成性构成的人际空间、作为符号化构成的知识技能空间和作为感知性构成的体验空间四个形态。多元主体参与劳动教育基地的规划与建设,科学规划、合理利用物理空间,丰富课程体系、优化知识空间和体验空间,改善基地师资状况、促进各类空间的整体生成,是提升劳动教育实践基地的空间教育力的主要策略。
As an important material resource and field for labor education,its practice base is a special teaching space characterized by openness,semi naturalness,practicality and space objects becoming the main content of the course.From the perspective of space theory,the practice base has four space components:physical space of the material component,interpersonal space of the generative component,knowledge and skill space of the symbolic component,and experiential space of the perceptual component.In order to improve the space education ability of the practice base,it is imperative for multiple subjects to participate in the planning and construction of the labor education base,the physical space should be planned scientifically and be used rationally,the curriculum system should be enriched and the knowledge and experiential spaces should be optimized,and more qualified teachers are needed to promote the integration of all types of space.
作者
宋立华
章振乐
SONG Lihua;ZHANG Zhenle(School of Teacher Education,Huzhou University,Huzhou 313000,China;Zhejiang Rural Education Research Center,Huzhou 313000,China;FuChun No.7 Primary School,Hangzhou,311400,China)
出处
《湖州师范学院学报》
2022年第12期1-6,共6页
Journal of Huzhou University
基金
浙江省哲学社会科学规划项目(23NDJC299YB)
浙江省乡村教育研究中心与杭州市富阳区教育局合作项目(2021ZJRE01)。
关键词
劳动教育
实践基地
空间理论
教育空间
labor education
practice base
space theory
educational space
