| 拉康镜像理论对幼儿主体教育的启示 |
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| 引用本文： | 李彦琳,杨晓萍.拉康镜像理论对幼儿主体教育的启示[J].学前教育研究,2011(6). |
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| 作者姓名： | 李彦琳 杨晓萍 |
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| 作者单位： | 1. 西南大学教育科学研究所,重庆,400715
2. 西南大学教育学院,重庆,400715 |
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| 基金项目： | 西南大学教师教育创新平台建设资助项目 |
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| 摘 要： | 学前教育应促进幼儿主体性的发展.依据拉康的镜像理论,主体的形成需要经历前镜像阶段、镜像阶段与俄狄浦斯阶段,最终形成具有"想像界""象征界"与"真实界"三个层次的主体结构,其实质是个体在与他者交往互动中不断以他者的评价与自我的反思为参照建构完满的理想自我的过程.幼儿教育应重视儿童主体诞生的痛苦方式,关注他者对儿童主体形成的解放力量,超越主客二分的二元思维模式.在建立主体间性中促进儿童自我意识的发生发展.
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| 关 键 词： | 镜像 他者 主体 父法 幼儿教育 |
Lacan's Mirror Theory and Its Inspiration to Preschool Education |
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| Li Yanlin,Yang Xiaoping.Lacan's Mirror Theory and Its Inspiration to Preschool Education[J].Studies In Preschool Education,2011(6). |
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| Authors: | Li Yanlin Yang Xiaoping |
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| Institution: | Li Yanlin,1 Yang Xiaoping2 (1Institute of Educational Sciences,Southwest University,Chongqing 400715,2Colleage of Education,Chongqing 400715) |
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| Abstract: | Lacan's mirror theory is to describe the essence of life is an ongoing process to establish its dominant position.We can draw on the theory to clarify the relationship between adults and children in the preschool education to establish children's subjectivity.Children need the support from others,especially the father and teacher,to become the main body in the society. |
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| Keywords: | mirror image the other main body father's law preschool education |
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