师幼互动类型及成因的社会学分析研究——基于上海50所幼儿园活动中师幼互动的观察分析
|
摘要
采用社会学视野与研究策略,根据教师行为对象及师幼行为属性为划分标准,发现幼儿园活动中师幼互动类型主要为师班互动、师个互动和教师控制型—幼儿接受型,控制—服从型是主导的师幼互动类型,特别是在"集体学习活动"、"运动活动"中。造成这种现象的原因是:教师的价值取向倾向于强控制,"秧田型"空间形态导致了教师集权控制下的"伞状空间",教师习惯于根据自己的预设框架展开教育教学活动。但幼儿具有主动交往和"角色主动化"的权利,因此提出了发挥幼儿主体性、建立"启发引导—主动发问"师幼互动类型的建议。
Adopting sociological view and research strategy,taking teacher behavior object and the nature of teachers and children behaviors as the divisory standard,we find out that the types of interaction between teachers and children in the kindergarten activities are mainly the interaction between teachers and classes,between teachers and individuals,teacher-control and children-receptiveness type.Control-obedience type is the dominant type of interaction between teachers and children,especially in the "collective learning activities" and "sporting events".The reasons for this kind of atmosphere are that the value orientation of teachers makes for the spatial pattern with strong control and "nursery type" which leads to the "umbrella space" under the collective control of teacher,and that teachers get used to developing educational teaching activities according to their own pre-installed framework.But children have the rights of initiative contacts and role initiative,therefore,we put forward the proposal to develop the subjectivity of children and establish the type of interaction between teachers and children featuring "elicitation-initiative questioning".
Adopting sociological view and research strategy,taking teacher behavior object and the nature of teachers and children behaviors as the divisory standard,we find out that the types of interaction between teachers and children in the kindergarten activities are mainly the interaction between teachers and classes,between teachers and individuals,teacher-control and children-receptiveness type.Control-obedience type is the dominant type of interaction between teachers and children,especially in the "collective learning activities" and "sporting events".The reasons for this kind of atmosphere are that the value orientation of teachers makes for the spatial pattern with strong control and "nursery type" which leads to the "umbrella space" under the collective control of teacher,and that teachers get used to developing educational teaching activities according to their own pre-installed framework.But children have the rights of initiative contacts and role initiative,therefore,we put forward the proposal to develop the subjectivity of children and establish the type of interaction between teachers and children featuring "elicitation-initiative questioning".
引文
[1]Pianta,R.C.Patterns of Relationships between Children and Kindergarten Teachers[J].Journal of School Psychology,1994,(1);Howes,C.etc.Children’s Relationships with Peers:Differential Associations with Aspects of the Teacher-child Rela-tionship[J].Child Development,1994,(1).
[2]周欣.试论教师在游戏中的作用[J].学前教育研究,1990,(4).
[3]柳淑玲.幼儿教师的个性特征与幼儿的发展[J].学前教育,1991,(12).
[4]刘晶波.师幼互动行为研究——我在幼儿园里看到了什么-[M].南京:南京师范大学出版社,1999.234—235.
[5]吴康宁.教育社会学[M].北京:人民教育出版社,1998.289—299.
[6][7]亢晓梅.师生课堂互动行为类型理论比较研究[J].比较教育研究,2001,(4).
[2]周欣.试论教师在游戏中的作用[J].学前教育研究,1990,(4).
[3]柳淑玲.幼儿教师的个性特征与幼儿的发展[J].学前教育,1991,(12).
[4]刘晶波.师幼互动行为研究——我在幼儿园里看到了什么-[M].南京:南京师范大学出版社,1999.234—235.
[5]吴康宁.教育社会学[M].北京:人民教育出版社,1998.289—299.
[6][7]亢晓梅.师生课堂互动行为类型理论比较研究[J].比较教育研究,2001,(4).
目录