幼儿园教师虐童行为产生的原因及其规避路径分析——基于生态学视角
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摘要
儿童作为人类生态系统中最为脆弱的群体之一,缺乏自我保护能力。近期,幼儿园虐童事件频发,引起了社会对幼儿园教师的热议和关注。儿童虐待是一个严重的社会问题,它危害儿童身体、社会性、认知和情绪的发展。本文基于生态学视角,以幼儿园教师虐童行为为对象,深入剖析幼儿园教师虐童行为产生的原因,并从国家、社会、政府、高校、幼儿园、幼儿园教师、幼儿家长7个层面分别提出规避路径,为优化我国幼儿园教师队伍提供借鉴。
As one of the most vulnerable groups in the human ecosystem,children lack the ability to protect themselves. Recently,the frequent Chinese kindergarten child abuse caused social hot and concerns of kindergarten teachers. Child abuse is a serious social problem,which endangers children's physical,social,cognitive and emotional development. ? This article is based on an ecological perspective. It focuses on the child abuse behavior of kindergarten teachers and analyzes the causes of the child abuse behavior of kindergarten teachers in depth. It proposes evading routes from seven levels: state,society,government,colleges,kindergartens,kindergarten teachers,and parents of children,in order? to providing? reference for optimizing the kindergarten teachers in China.
As one of the most vulnerable groups in the human ecosystem,children lack the ability to protect themselves. Recently,the frequent Chinese kindergarten child abuse caused social hot and concerns of kindergarten teachers. Child abuse is a serious social problem,which endangers children's physical,social,cognitive and emotional development. ? This article is based on an ecological perspective. It focuses on the child abuse behavior of kindergarten teachers and analyzes the causes of the child abuse behavior of kindergarten teachers in depth. It proposes evading routes from seven levels: state,society,government,colleges,kindergartens,kindergarten teachers,and parents of children,in order? to providing? reference for optimizing the kindergarten teachers in China.
引文
[1]World Health Organization(WHO).Report of the consultation on child abuse prevention[R].Geneval,1999.
[2]Krug,E.G.,Dahlberg,L.L.,Mercy,J.A.,Zwi,A.B.and Lozano,R.E.,eds.,2002.World Report on Violence and Health[R].Geneva:World Health Organization.
[3]刘婷.幼儿教师“虐童”行为产生的原因及对策分析[J].黑龙江教育(理论与实践),2017(5):41.
[4]孙艳艳.儿童与权利:理论建构与反思[D].山东大学博士学位论文,2014:28.
[5]张红燕.关于虐童事件研究的文献综述[J].教育实践与研究,2015(10):7.
[6]张飞霞.基于财政角度谈幼儿园虐童事件存在的原因及对策[J].长春教育学院学报,2013(12):48.
[7]李环.建立儿童虐待的预防和干预机制——从法律和社会福利的角度[J].青年研究,2007(4):5.
[8]庞丽娟,叶子.论教师教育观念与教育行为的关系[J].教育研究,2000(7):49.
[2]Krug,E.G.,Dahlberg,L.L.,Mercy,J.A.,Zwi,A.B.and Lozano,R.E.,eds.,2002.World Report on Violence and Health[R].Geneva:World Health Organization.
[3]刘婷.幼儿教师“虐童”行为产生的原因及对策分析[J].黑龙江教育(理论与实践),2017(5):41.
[4]孙艳艳.儿童与权利:理论建构与反思[D].山东大学博士学位论文,2014:28.
[5]张红燕.关于虐童事件研究的文献综述[J].教育实践与研究,2015(10):7.
[6]张飞霞.基于财政角度谈幼儿园虐童事件存在的原因及对策[J].长春教育学院学报,2013(12):48.
[7]李环.建立儿童虐待的预防和干预机制——从法律和社会福利的角度[J].青年研究,2007(4):5.
[8]庞丽娟,叶子.论教师教育观念与教育行为的关系[J].教育研究,2000(7):49.