Since the school has been set up , the relationship between teacher and student ( short for rbts hereafter ) has become a hot issue that is interested by workers in education of theory and practice 自从学校产生以来，师生关系就成为教育理论和实践工作者一直关注的热点问题。围绕师生关系的论争产生了两大不同的理论流派，即“教师中心说”与“儿童中心说” 。
The relation of teacher and students has circled the positive and negative course from the ancient " teacher - centered theory " , through " student - centered theory " in may 4th age , to current " teacher - directed and student - centered theory " 语文教学师生关系从古代的“教师中心论” ，到“五四”时期的“儿童中心论” ，再到新时期的“教师主导?学生主体论” ，走过了一个正反合的逻辑圆圈。
" the children - centered theory " puts emphasis on developing children ' s personality , but it extremely takes children as center in the course of teaching , requiring that everything serves children ' s interests , thus these two kinds of theories do n ' t solve well the problem of the rbts “儿童中心说”重视发展儿童的个性，但极端地强调以儿童为中心，要求一切服从于儿童的兴趣。因而这两派理论都没有很好地解决师生关系问题。
American educationists with j . dewey being a representative , in pragmatic education theory was against the " teacher - centered theory " . they insisted that center of education should transfer from teacher to children . they also demanded that all measures should serve children 以美国教育家杜威为代表的实用主义教育理论，反对教师中心、主张教育的中心由教师转到儿童，要求把一切措施围绕儿童转动，其学说称为“儿童中心说” 。
The paper investigates the everyday educational activities in kindergarten in china from curriculum , in order to know which kind of curriculum outlook infant teachers accept currently , to look into whether the curriculum outlook is fully embodied in infant teachers " educational behavior 5种课程定义包括“科目说” 、 “活动说” 、 “经验说” 、 “计划说”和“目标说” ， 3种课程观则包括“学科中心主义课程观” 、 “儿童中心主义课程观”和“社会中心主义课程观” 。
In order to overcome their own one - sidedness , the school of existential education , the humanistic education and cooperation education all have made some active and beneficial explorations . the achievements from these explorations provide us with widely thinking space to research and explore the rbts 为了克服“教师中心说”与“儿童中心说”各自的片面性，存在主义教育流派、人本主义教育流派、合作教育学在师生关系问题上各自作了一些积极而有益的探索，为我们研究和探索师生关系提供了广阔的思维空间。
Western educational ideals , introduced at the end of the 19th century , have gradually become a part of mainstream educational thinking . these ideals include such concepts as child - centered education , lifelong education , developing human potential , cultivating creativity , upholding the ideals of humanism , and coordinating education with scientific and economic development 当十九世纪末西方教育理念陆续引入后，儿童中心生活中心启发潜能培养创造力人本主义教育与科技经济发展之配合等观点逐渐成为思想主流，但传统观念依然有其影响力。
Thirdly , by means of observing infant teachers " everyday educational behavior , it finds out that child - centrism curriculum ideas have not being finalized in their instructional behavior , but some traditional curriculum ideas , such as withholding teacher - centered education , paying great attention to knowledge infusion and skill training , claiming to be loyal to the teaching plan and teaching goals , calling for teacher - determined education , still influence infant teachers " instructional actions 结果发现，儿童中心主义的课程理念还没有完全体现在幼儿教师的教育行为中，而一些传统的课程观念，如坚持教师本位，强调知识授受和技能(技巧)训练，主张忠实于既定的教学计划和教学目标，提倡教师主导等，依然在影响幼儿教师的教育行为，致使幼儿教师头脑中接受的课程观念与行为中体现的课程观念相互矛盾。
At first , both experience theory in modem philosophy and traditional percipient ' s knowledge in china provide philosophic basis for constructing learning method focusing on experience . secondly , it derives from soul in such three schools of course theory as subject - core , children - core and society - core and meets the demand of the new system of course . thirdly , the structuralists regard students as the builders of knowledge 创新性学习有着坚实的理论基础，首先，不论中国传统的知觉体认识，还是当代西方哲学中的“体验论” ，都为构建以获得“体验”为主的学习方式提供了哲学基础；其次，创新性学习汲取了学科中心论、儿童中心论和社会中心论三大课程流派的理论精华，适应了新课程体系的需求；第三，构建主义教学论以学生为知识的建构者，学习应该是由学生自主发生的、将知识形成和创新为最高目标的创新性学习。
As a result , the views of curriculum accepted by infant teachers with their brain are not inconsistent with that embodied in their actions . at the same time , in order to solve these problems , it provides infant teachers with some suggestions , such as withholding child - based education , emphasizing on providing child experience , calling for more flexible instructional activities , increasing child - determined activities , and so on 为了使儿童中心主义课程观落实在教育活动中，在分析幼儿教师的教育行为时，本文也为广大幼儿教师提供了一些建设性的建议，如坚持儿童本位，强调为幼儿提供有益经验，主张富有灵活性和弹性的教育活动，提倡幼儿自主的活动等。
