户外自主游戏中师幼互动的生成、特征及其改进——基于非参与式事件取样观察分析
The Generation,Characteristics and Improvement of Teacher-child Interaction in Outdoor Autonomous Games——Observation and Analysis Based on Sampling of Non-participatory Events
邓进红 1黄薇2
作者信息
- 1. 龙岩学院师范教育学院,福建 龙岩 346000
- 2. 龙海区白水中心幼儿园,福建 漳州 363100
- 折叠
摘要
户外自主游戏中的师幼互动是幼儿经验进行社会建构的必然结果,提升其质量能有效支持幼儿自主探究,提高游戏水平及质量.基于主体间性理论的视角,对 117 名幼儿、7 名教师进行非参与式观察,结果发现:师幼互动主体不平衡,幼儿高服从、高依赖教师;维护规则是主导因素,事务性互动是主导动因;倾斜模式是主要的师幼互动行为模式;不同互动主题、施动行为、互动方式下互动结果存在差异.幼儿园应建立支持高质量师幼互动的教师专业成长机制,促进自主游戏中师幼同频;教师应建立平等互信氛围,形成积极情感链接,进而"伺机而动".
Abstract
The interaction between teachers and children in outdoor autonomous games is the inevitable result of the social construction of children's experience.Improving its quality can effectively support children's independ-ent exploration,and improve the level and quality of games.From the perspective of intersubjectivity theory,non-participatory is employed to study 117 children and 7 teachers.The results showed that the subjects of teacher-child interaction were unbalanced,and children were highly obedient and highly dependent on teachers;mainte-nance rule is the dominant interaction factor,and transactional interaction is the dominant motivation;tilt pattern is the main teacher-child interaction pattern;there are differences in interaction results under different interaction themes,acting behaviors and interaction modes.Kindergartens should establish a professional growth mechanism that supports high-quality teacher-child interaction,and promote the same frequency between teachers and chil-dren in autonomous games.Teachers should create an atmosphere of equality and mutual trust,form positive emo-tional links to"wait for an opportunity".
关键词
户外自主游戏/师幼互动/方法/主体间性Key words
Outdoor Autonomous Games/Teacher-child Interaction/Method/Intersubjective引用本文复制引用
基金项目
福建省社会科学基金(FJ2024B154)
福建省社会科学基金(FJ2021C125)
福建省教育科学规划课题(十四五)(FJJKBK22-032)
出版年
2024
NETL
NSTL
万方数据