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“遇物而教”--生态化情境性早期教育观之科学要义

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摘要 "遇物而教"——生态化情境性早期教育观在婴幼儿早期教育的目标、原则、内容、方法等方面体现了早期教育的科学要义,既有深刻而丰富的心理学依据,也得到了中外教育家的广泛论证,对指导当今婴幼儿素质教育的科学实践具有重要意义。
作者 陈新叶 赵雪
出处 《当代教育科学》 北大核心 2012年第5期11-14,共4页 Contemporary Education Sciences
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