Abstract
Situation is both a logical starting point and the theoretical core of situational education. A study of the works by Li Jilin, founder of situational education, helps us clearly understand the rich and penetrating concept of situation contained in her educational ideology. Li Jilin advocated that the situation was in essence an “artificially optimized environment.” Thus, the situation is a living space full of educational connotations, and a multidimensional and interactive psychological field; additionally, it is an educational field blending scenarios and a targeted situation with subjective, constructive, series-based and open features. According to Li Jilin, the situational construction follows the principles of faithfulness, growth and aesthetics: The principle of faithfulness emphasizes faithfulness to the textbook, and focuses on the goal and content of situational construction; the principle of growth stresses the real experience from children, and focuses on the approaches to situational construction; and the principle of aesthetics attaches importance to the nourishment of art, and focuses on the forms and functions of situational construction. This is a valuable treasure Li left to teachers.
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Wang, C. (2023). Situation: Essence, Characteristics and Construction—An Analysis of Distinguished Educator Li Jilin's Outlook on Situation. In: Guo, D. (eds) The Frontier of Education Reform and Development in China. Educational Research in China. Springer, Singapore. https://doi.org/10.1007/978-981-19-6355-1_6
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