教师误解幼儿的原因与教育价值探析
Analysis of the Causes and Educational Value of Teachers'Misunderstandings of Young Children
王妤 1代显华2
作者信息
- 1. 华东师范大学教育学部,上海,200062
- 2. 成都大学师范学院,四川成都,610106
- 折叠
摘要
教师在了解幼儿,即对幼儿行为做出认知加工与判断的过程中,可能存在种种误解.本研究尝试厘清误解的内涵与成因,以利于教师从幼儿言行表达、教学实践情境、教师经验与心理认知等角度审视自身对幼儿的误解,进而从理解幼儿、反思自我、达成共识等角度,把握误解的教育价值与契机.
Abstract
Teachers may have various misunderstandings when they try to understand young children,which involves cognitive processing and judgment of their behavior.This study attempts to clarify the connotation and causes of these misunderstandings,in order to help teachers examine their own misconceptions about young children from the perspectives of their verbal and nonverbal expressions,teaching practice situations,self-experience,and cognitive psychology.Through understanding children,reflecting on themselves,and forming consensus,they can grasp the educational value and opportunities of these misunderstandings.
关键词
教师/幼儿/误解/原因/价值Key words
kindergarten teachers/children/misunderstandings/causes/value引用本文复制引用
基金项目
四川省学前教育发展研究中心课题(2022)(CECER-2022-D09)
出版年
2024
NETL
NSTL
万方数据