Reflection And Construction Of School Education Space Based On Children's Perspective

School education have suffered from accusation of the whole society over the past few decades,education reform is imperative.Criticism of "Examination-oriented Education" is gradually changing the teaching method of "indoctrination" in school education.The advancement of basic education curriculum reform has prompted many schools to provide school-based courses and diversified elective courses step by step.The reflection on educational evaluation is changing the "result-oriented" approach to a comprehensive quality evaluation that combines "procedural evaluation" and "final evaluation".With the deepening of education reform,the external school education space should be also attracted research attention.Only through a large number of theoretical researches can finally change the existing school education space practice of which "those who understand education do not understand architecture,those who understand architecture do not understand education",perfecting space is an essential part of educational developmentThis research is divided into five parts:the introduction explains the reason and significance of school education space,briefly introduces research method and summarizes existing related research.The second part defines the connotation of school education space,summarizes the school space structure of material space,system space,and spiritual space,and points out that school education space should form the overall care of material,system,and spiritual space.The third part presents realistic school education space,which is based on observations of three primary schools and interviews with 16 elementary students:First is the transcendence and continuation of school education space.The current physical boundary of school education space is broken,information technology is "introduced",and classroom teaching is "going out",which has surpassed the traditional closed school education space,but remained"Adult-centered" spatial orientation.Second is school education space perceived by children,learning about school space supply and children's demands,teachers' freedom of teaching and children's classroom freedom,school space experience and children's spiritual adaptation.The fourth part mainly considers the ecological dilemma of school education space based on the above content:(1)Homogeneous creation of material space,neglecting children's quality of life;(2)lack of flexibility in institutional space,lack of humanities and personality;(3)The results of spiritual space are unified,conflicts are resolved irrationally.A specific cause analysis is made from the "staircase"level of children's participation in space construction,the invasion and separation of instrumental rationality,to a single,identical school space-time environment.The fifth part is the rational reconstruction of school education space,covering the development trend,construction path,and construction principle of school education space from the"child perspective".Combining relevant theories of children's literature,psychology,and children's philosophy,exploring the development trend of school education space under the "Children's Perspective",and finally summing up the constructive path of co-construction and sharing,clarifying the active builders of space;unravel the shackles of instrumentalization,and adhere to the educational authenticity of space;dissolve the score first and return to the learning ecology of space.In the principle of construction,we must follow the logic of meeting the needs of children's growth,deepening the construction of spiritual space,and cherishing the value of primary school space.