教育与教学研究2026，Vol.40Issue(6)：24-33,10.
断裂与联结:儿童自然缺失症及其教育路向
Fracture and Connection:Children's Nature-deficit Disorder and Its Educational Pathways
摘要
Abstract
In essence,humans and nature coexist,co-present,and co-evolve.Children are conceived in and are an or-ganic part of nature;the relationship between children and nature is characterized by a primordial"mother-child"and"you-me"connection.However,with the deepening processes of industrialization,urbanization,and informatization,chil-dren's living spaces and modes have undergone tremendous and increasingly rapid transformations.Consequently,children are gradually exhibiting symptoms of nature-deficit disorder,including a decline in naturalistic concepts,a lack of embod-ied experiences,and an alienation from natural affinities,making nature education an urgent imperative.The primary edu-cational pathways to fundamentally address children's nature-deficit disorder lie in three aspects:creating natural environ-ments within schools can facilitate meaningful encounters between children and nature,awakening their innate natural ten-dencies;organizing planting activities allows children to participate in the growth of natural organisms,enabling them to"become nature";and guiding children into wilderness settings can help them release their most primal natural forces,rein-tegrating them as organic components of nature.Thereby,the primordial relationship between children and nature can be restored.关键词
自然缺失症/自然教育/儿童教育/学校环境创设/种植活动Key words
nature-deficit disorder/nature education/children's education/school environment design/planting ac-tivities分类
社会科学引用本文复制引用
王国超,潘胜云..断裂与联结:儿童自然缺失症及其教育路向[J].教育与教学研究,2026,40(6):24-33,10.基金项目
贵州省教育科学规划重点课题"新时代儿童'自然缺失症'生成机理及教育路径研究"(编号:2024A013). （编号:2024A013）
