特殊儿童戏剧治疗教师培养初探
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摘要
为研究特殊儿童戏剧治疗教师的培养途径与方式,本研究采用文献法和行动研究法,对五年来特殊儿童戏剧治疗实践和戏剧治疗教师培养的经验进行总结。建议从理论学习和实践操作两个方面,尤其是在掌握规范的特殊儿童戏剧治疗操作流程的基础上,先以培训伙伴为对象,后以特殊儿童为对象,结合督导和自我反思进行戏剧治疗实操能力的培养。
In order to study the ways and means of training drama therapy teachers for children with special needs,this study adopts the methods of literature review and action research to summarize the experience of training drama therapy teachers for children with special needs in the past five years. It is suggested that on the basis of theoretical learning and practical operation, especially on the basis of mastering the standardized operation process of drama therapy for special children, the training partner should be taken as the object, and then the special children should be taken as the object, and the practical operation ability of drama therapy should be cultivated by combining supervision and self-reflection.
In order to study the ways and means of training drama therapy teachers for children with special needs,this study adopts the methods of literature review and action research to summarize the experience of training drama therapy teachers for children with special needs in the past five years. It is suggested that on the basis of theoretical learning and practical operation, especially on the basis of mastering the standardized operation process of drama therapy for special children, the training partner should be taken as the object, and then the special children should be taken as the object, and the practical operation ability of drama therapy should be cultivated by combining supervision and self-reflection.
引文
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[4]张金梅.幼儿园戏剧综合活动[D].南京:南京师范大学,2003.
[5]李晓辉,张大均.戏剧治疗的回顾与展望[J].医学与哲学, 2012(6A):49.
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[7]刘胜利.身体经验与身体表象——梅洛·庞蒂对传统心理学的身体模型的方法论批判.科学技术哲学研究[J].2011(2):51.
[8]费多益.从“无身之心”到“寓心于身”——身体哲学的发展脉络和当代进路[J].哲学研究.2011(2):81.
[9]谢妮,王赪.身体的教育学意义[J].教学学术月刊, 2009(2):22.
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[11]张生泉.论“教育戏剧”的理念[J].上海戏剧学院学报.2009(3):26-34.
[12]李婴宁.“教育戏剧”在中国[J].艺术评论.2013(9):49-52.
[13]黄爱华.学校戏剧教育基本理念及实践构想:课程与教学[J].中国教育学刊.2009(12):59-69.
[14]唐婧琦.儿童戏剧教育与幼儿发展——一种国际视角[D].华东师范大学硕士学位论文.2013.
[15]杨静.后现代课程观视野下儿童戏剧教育的教师角色研究[D].南京:南京师范大学硕士学位论文, 2014.
[2]张金梅.学前儿童戏剧教育[M].南京:南京师范大学出版社, 2015:90.
[3]张金梅.戏剧能给儿童教育带来什么——透视西方儿童戏剧教育[J].学前教育研究, 2004(Z1).
[4]张金梅.幼儿园戏剧综合活动[D].南京:南京师范大学,2003.
[5]李晓辉,张大均.戏剧治疗的回顾与展望[J].医学与哲学, 2012(6A):49.
[6]舒志义.论戏剧的教育与教学功能[J].戏剧艺术, 1999(03).
[7]刘胜利.身体经验与身体表象——梅洛·庞蒂对传统心理学的身体模型的方法论批判.科学技术哲学研究[J].2011(2):51.
[8]费多益.从“无身之心”到“寓心于身”——身体哲学的发展脉络和当代进路[J].哲学研究.2011(2):81.
[9]谢妮,王赪.身体的教育学意义[J].教学学术月刊, 2009(2):22.
[10]赵小段.后现代教育思潮的超越与挑战——我国学者关于后现代教育研究综述[J].当代教育科学, 2004(11):14.
[11]张生泉.论“教育戏剧”的理念[J].上海戏剧学院学报.2009(3):26-34.
[12]李婴宁.“教育戏剧”在中国[J].艺术评论.2013(9):49-52.
[13]黄爱华.学校戏剧教育基本理念及实践构想:课程与教学[J].中国教育学刊.2009(12):59-69.
[14]唐婧琦.儿童戏剧教育与幼儿发展——一种国际视角[D].华东师范大学硕士学位论文.2013.
[15]杨静.后现代课程观视野下儿童戏剧教育的教师角色研究[D].南京:南京师范大学硕士学位论文, 2014.