摘要
幼儿园教师置身于自然情境开展儿童行为观察成为看到儿童潜能的重要途径.然而关于儿童的理论之知越来越丰富,而"看不见儿童"的实践问题却愈加凸显.当前幼儿教师观察多处于程式化、去情境化、单向度的现实困境中,儿童的自由生命被规训、关系脉络被剥离、内在需求被掩饰.从逻辑起点来看,幼儿教师观察具有鲜明的实践属性,其源于意义探寻,具有文化性格,形于双向建构.回归儿童的幼儿教师观察应该从判断鉴别转向适宜性实践,从被动执行转向合作探究,从逻辑证明转为具象叙事.
Abstract
Observing children's behavior in natural settings is a crucial method for kindergarten teachers to uncover their poten-tial.Despite the increasing wealth of theoretical knowledge about children,the practical issue of"invisible children"is be-coming more pronounced.Currently,kindergarten teachers'observations are often constrained by a dilemma of stylization,de-contextualization,and one-dimensionality.Children's freedom is shackled,relationships are taken away,and their true needs remain hidden.Kindergarten teachers'observation,from a logical standpoint,possesses a distinctive practical nature,rooted in the exploration of meaning,imbued with cultural significance,and molded by mutual construction.The observa-tion of returning children by kindergarten teachers should transition from judgment and labeling to practical application,from passive observation to collaborative exploration,and from abstract reasoning to concrete storytelling.
基金项目
青岛市教育科学"十四五"规划课题项目(QJK2022D001)
维普
万方数据