作　　者： ;

机构地区： 华南师范大学教育科学学院

出　　处： 《广西师范大学学报（哲学社会科学版）》 2013年第5期145-149,共5页

摘　　要： 兴趣形成于主客体的相互作用过程中;兴趣不是抽象的,而是具体的、有方向的,朝向某种特定事物或活动。兴趣受事物特性、周围社会环境、个体需要和个体知识经验影响,并在活动中产生。重视幼儿兴趣、培养幼儿兴趣既是尊重幼儿主体性的体现,又是对以获取知识为目的的教育之超越。当前要注意的是不能过于重视幼儿兴趣的工具价值,忽视幼儿兴趣的本体价值,从而使得培养幼儿兴趣停留在口头上和形式上。只有正确认识并落实幼儿兴趣的两种价值,幼儿的认知和情感发展才能实现真正的统一。 Interest takes shape during interactions between the subject and the object. Interest is not abstract; it is substantial and directional, pointing towards a certain object or activity; it is influenced by features of the object, social surroundings, and the individual＇s needs, knowledge and experience, and comes into being during activities. Paying attention to and cultivating pre-school children＇s interest can both respect their subjectivity and transcend the education that aims at acquiring knowledge only. What calls for more attention currently is that the value of children＇s interest as a tool should not be at- tached with too much importance, so that enough attention can be drawn onto the self-value of children＇s interest and thus the cultivation of children＇s interest can be brought into practice. Only when the two values of children＇s interest are correctly recognized and practiced can children＇s cognition and emotion development come into a unity.

关 键 词： 幼儿 兴趣 概念认识 价值

领　　域： [文化科学—学前教育学] [文化科学—教育学]