走出对幼儿“问题行为”教育的误区
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摘要
教师的教育理念与实践经验是判断幼儿问题行为的重要影响因素,但在师幼互动中,由于教师缺乏一定的观察、沟通、解析行为等专业能力,对幼儿问题行为的教育也陷入了一些误区:重外在影响因素,轻教师自我反思;重外化问题表现,轻背后行为动机;重统一标准评价,轻幼儿个体差异。要走出误区,教师坚守正确的儿童立场是关键,学会细致观察是基础,与家长有效沟通是现实需要,进行针对性的引导与支持是核心。
Teacher's teaching philosophy and experience is one of the important factors affecting their judgment on children's problem behaviors,but in the interactions between teacher and children,due to the lack of professional ability,such as ability in observation,communication or analysis,there exist some mistakes in the education of children's problem behaviors,including overemphasis on external factors and ignorance of self-reflection,overstress on the superficial problem and neglect of the driving force,and the application of uniform criteria and the overlook of individual differences.To improve the current situation,teachers should first stand on the position of children,learn to observe carefully,communicate with parents and design strategies accordingly.
Teacher's teaching philosophy and experience is one of the important factors affecting their judgment on children's problem behaviors,but in the interactions between teacher and children,due to the lack of professional ability,such as ability in observation,communication or analysis,there exist some mistakes in the education of children's problem behaviors,including overemphasis on external factors and ignorance of self-reflection,overstress on the superficial problem and neglect of the driving force,and the application of uniform criteria and the overlook of individual differences.To improve the current situation,teachers should first stand on the position of children,learn to observe carefully,communicate with parents and design strategies accordingly.
引文
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[22]Eva Essa.幼儿问题行为的识别与应对:教师篇(第6版)[M].王玲艳,等,译.北京:中国轻工业出版社,2017:39.
[2] Roffey,S.School Behavior and Families:A framework for working together[M].London:David Fulton,1992:117.
[3] Achenbach,T.M.Manual for the childbehavior checklist/4-18and 1991profile[M].Burlington,VT:Department of Psychiatry,University of Vermont,1991:288.
[4]邢莉莉.幼儿社会教育与活动指导[M].武汉:武汉大学出版社,2015:301.
[5]米歇尔·勒桑德厄等.多动症:你应该知道的140个问题[M].上海:上海社会科学院出版社,2009:216-217.
[6]鲁洁等.教育转型理论、机制与建构[M].北京:教育科学出版社,2013:173.
[7]张栗原.教育哲学[M].北京:生活·读书·新知三联书店,1949:127.
[8]胡碧霞.让理论看得见:自然主义与幼儿教育[M].合肥:安徽少年儿童出版社,2010:86.
[9] Steffen Saifer.幼儿教师工作高效应对策略[M].曹宇,译.北京:中国轻工业出版社,2012:VIII.
[10]庞丽娟.文化传承与幼儿教育[M].杭州:浙江教育出版社,2005:614-615.
[11]汪新建.人类行为与社会环境[M].天津:天津人民出版社,2016:278.
[12]克里克山克,等.教学行为指导[M].时绮,等,译.北京:中国轻工业出版社,2003:287.
[13]简·尼尔森.正面管教[M].玉冰,译.北京:北京联合出版公司,2017:74.30-31.71.90.
[14]帕蒂·惠芙乐.倾听孩子—家庭中的心理调适(第3版)[M].陈平俊,等,译.北京:北京大学出版社,2017:11.
[15]许琼华.幼儿行为管理[M].福州:福建教育出版社,2016:212.
[16]娜奥米·阿尔多特.养育孩子,一场温暖的修行[M].杜蕾蕾,译.北京:华夏出版社,2013:36.
[17]虞永平等.现象·立场·视角——学前教育体制机制现状研究[M].南京:南京师范大学出版社,2015:14.
[18]皮耶罗·费鲁奇.孩子是个哲学家[M].张晶,译.上海:上海社会科学院出版社,2017:236.
[19]李远帆,宋广文.幼儿教师更需要“直觉的智慧”[J].陕西学前师范学院学报,2015(1):42.
[20]T·B·巴什基洛娃.怎样理解孩子的心灵[M].刘玲,译.北京:中国青年出版社,1983:82.
[21]禇远辉,辉进宇.有质量的学前教育的“应然状态”[J].陕西学前师范学院学报,2015(1):3.
[22]Eva Essa.幼儿问题行为的识别与应对:教师篇(第6版)[M].王玲艳,等,译.北京:中国轻工业出版社,2017:39.