幼儿教师实践逻辑研究

发布时间：2018-01-14 04:35

本文关键词：幼儿教师实践逻辑研究　出处：《南京师范大学》2007年博士论文　论文类型：学位论文

【摘要】： 研究者认为,在幼儿教育研究所涉及的关系里,幼儿教师应该是理论研究者一个“他者”。与研究者的“理论逻辑”不同,幼儿教师以“实践逻辑”为特征。因此,研究者尝试着对幼儿教师的实践活动进行了一番田野考察,以期尽可能获得一种“他者的眼光”,来丰富理论研究者对幼儿教师实践活动的认识,并引发研究者对自己文化和理念的反思,获得“抗固化”的力量。本研究首先对人们对“实践”概念的理解的历史流变进行了梳理,认为,不能将实践理解只是为科学理论的实践性运用,实践是人类生存的现实的全部事实,是行动者主体性参与的行为,是主体对所面临情景做出的可能选择和自我调整。在实践中,不是惯习本身产生了我们的行为,而是它与场域相互作用产生的,以获得特定场域中可得到的资本形式为目的的行为“策略”产生了行为。这就是实践的逻辑。幼儿园教师在场域中既是“受力者”,又是“施力者”。他们所具有的社会网络空间、他们社会化过程中从事的社会交往实践及所形成的知识、惯习都在参与决定着创造性空间的大小。他们经历的场域是不断变化着的,有着不同惯习的行动者会使用着不同的策略。研究者考察了幼儿教师实践逻辑的独特之处,发现,幼儿教师的实践逻辑的形成过程是历史生态性的,具有极强的女性的特征以及时间紧迫性,总之,幼儿教师在实践活动中主体性是流动的。研究者分析了幼儿教师在幼儿教育场域中,与幼儿、家长以及理论研究者互构的实践图景。本研究着力于揭示幼儿教师的实践逻辑,但着眼点却是理论研究者对自身的反思,因此,研究者对理论研究者的研究实践进行了反思,提出在与幼儿教师互动的过程中,理论研究者应该在承认幼儿教师与自己的文化对等地位后,让他者成为他者,做幼儿教师实践活动的关怀者,进而成为幼儿教师思考过程的分享者,复杂教育场域的理解者。研究的最后,研究者对自己在本研究中的方法和方法论进行了反思,主要对研究者身份以及与研究对象的关系问题进行了思考。
[Abstract]:The researchers believe that in the relationship involved in the early childhood education research, the early childhood teacher should be a "other person" of the theoretical researcher, which is different from the "theoretical logic" of the researcher. Preschool teachers are characterized by "practical logic". Therefore, the researcher tries to conduct a field study on the practical activities of preschool teachers in order to obtain a "other vision" as far as possible. To enrich the theoretical researchers' understanding of the practical activities of preschool teachers, and cause the researchers to reflect on their own culture and ideas, and gain the strength of "anti-solidification". This study firstly combs the historical evolution of people's understanding of the concept of "practice", and holds that practice understanding is not just the practical application of scientific theory, but practice is all the facts of the reality of human existence. In practice, it is not the habit itself that produces our behavior, but the interaction between it and the field. The behavior "strategy" with the aim of obtaining the capital form that can be obtained in a specific field produces behavior. This is the logic of practice. The kindergarten teacher's presence field is the "force bearers". They have the social network space, the practice of social communication and the knowledge they form in the process of socialization. Habit is involved in determining the size of creative space. The field they experience is constantly changing, and actors with different habits use different strategies. The researcher examines the unique features of the practical logic of preschool teachers and finds that the forming process of the practical logic of preschool teachers is historical and ecological with strong female characteristics as well as the urgency of time. The subjectivity of preschool teachers in practical activities is fluid. The researcher analyzes the role of preschool teachers in the field of early childhood education. This study focuses on revealing the practical logic of preschool teachers, but focuses on the reflection of the theoretical researchers on their own. The researcher reflects on the research practice of the theoretical researcher, and points out that in the process of interaction with the preschool teacher, the theoretical researcher should let the other become the other after acknowledging the equal position of the preschool teacher and his own culture. To be the soliciter of the practical activities of preschool teachers, and then become the sharing of the thinking process of preschool teachers, and the understanding of the complex educational field. The researcher reflects on his method and methodology in this study, mainly on the identity of the researcher and the relationship between the researcher and the object of study.
【学位授予单位】：南京师范大学
【学位级别】：博士
【学位授予年份】：2007
【分类号】：G615

【引证文献】