The Dilemma And Outlet Of The Philosophy For Children Curriculum

Since the introduction of children's philosophy education in China from the West in the 1970s-1980 s,more and more schools and scholars have begun to devote themselves to the localized practice of children's philosophy education curriculum.Although some achievements have been made,however,due to the lack of in-depth theoretical research on children's philosophy education,there are still some problems in specific practice,such as the lack of pertinence and scientificity of children's philosophy education curriculum To be improved,the way of curriculum implementation needs to be improved.Children's philosophy education has the characteristics of times and regions.The curriculum of children's philosophy education must be combined with the reality of our country and the excellent national culture of our country.Therefore,in order to improve the effectiveness of children's philosophy education and enhance the relevance of children's philosophy education curriculum,we must strengthen the localization research of children's philosophy education curriculum.This paper focuses on the dilemma and outlet of the localization of children's philosophy education curriculum in China,mainly using case method and comparative method.This paper holds that the curriculum of children's philosophy education is based on children's interests,needs and abilities,with the main goal of cultivating children's critical consciousness,innovative spirit,logical reasoning ability,etc.,with the carrier of philosophy stories,with the means of dialogue teaching,students carry out learning under the guidance of teachers.The localization of children's philosophy education curriculum refers to that in the practice of children's philosophy education in China,no matter the content of the curriculum or the implementation of the curriculum,on the basis of learning from foreign experience,through the organic integration with China's local cultural environment,to enhance the local adaptability of children's philosophy education and develop children's philosophy education curriculum with localization characteristics.After combing the relevant literature,this paper starts from the concept of children's philosophy education,Dewey's education concept,Montessori's children's philosophy and Vygotsky's cultural and historical development theory to provide support for the possibility of children's philosophy education curriculum in China's localization practice.Taking 61 primary school as an example,this paper analyzes the effectiveness of the localization of children's philosophy education curriculum in orderto explore the development path of curriculum localization.The main contents of this study are as follows:The first part is the introduction.From the rise of children's education abroad,the problems existing in the practice of children's philosophy education in China,and the needs of the development trend of education reform in China,this paper expounds the background,significance and research methods of the research,defines the main concepts of children's philosophy education,children's philosophy education curriculum and curriculum localization and comments on the connotation,value and curriculum of children's Philosophy Education at home and abroad.The second part expounds the theoretical basis.The third part,taking Liuyi primary school,Nanzhan primary school and Washi primary school as the research object,analyzes the concept,plan,content,evaluation and other aspects of children's philosophy education curriculum,and expounds its advantages and disadvantages.The fourth part,according to the research results,it is concluded that the localization of philosophy education curriculum for children has some problems,such as the unclear orientation of curriculum,the failure of curriculum development to combine with local excellent cultural tradition,and the failure of teachers to meet the requirements of philosophy curriculum.The fifth part,from the cultural tradition,the school main body,the parents aspect,causes the child philosophy education curriculum localization the reality difficult position to carry on the factor analysisThe sixth part,in view of the localization predicament,from the theory discussion,the cultural adaptation,the teacher construction.Four aspects of home school co creation attempt to put forward effective strategies that can promote the localization process of children's philosophy education curriculum.