幼儿园教师教学行为的知识学研究

发布时间：2018-06-16 01:35

本文选题：幼儿园 + 教师教学行为　；参考：《西北师范大学》2007年硕士论文

【摘要】： 教师是教育研究中永不衰竭的主题,他们是教育活动直接的参与者,他们是人类文明和文化的传承者。幼儿教师是幼儿的重要他人之一,教师的言行举止无不时刻影响着幼儿。幼儿园中的师幼互动是我们所熟悉的一道风景,但在这“熟悉”的背后有种不为人所察觉的意义关系。教师和幼儿的交往是通过彼此之间熟悉的符号来进行,幼儿熟悉教师所给予的符号,教师也通过这些符号来传达自己的意思。这个符号就是教师行为。人类社会的交往就是通过符号来获取信息,符号是人们交往的途径之一,教师行为是幼儿园教育场域中鲜为人知的交往符号,这一符号在幼儿园这一特定的场域中,被赋予了其特殊的意义。教师通过符号所传达的意义来控制幼儿的活动,本研究中的教师教学行为包括教师的教育行为和管理行为。在教育现场分别通过场内纪律的演练和规训、场内知识的昭示与规训、场内时空的安排与规训来呈现。教师通过对幼儿在场的种种规训与制约来控制幼儿,看似幼儿园中熟悉的一幕却隐含着不为人知的秘密。本研究对教师教学行为进行分析时,将其看作是存在于教育场域中的一个“文本”,作为“知识”的事件将其陈述,不将其分解为具体的各种行为,而是以文化为主线对其进行知识考古学分析。文化存在于教育场域的各个角落,它包含着人的自由活动,对于幼儿来说,他们是文化传承的载体,必然应该突破樊篱超越自我来实现文化的传承。通过在幼儿园场域中教育事件的呈现,本研究认为,教师行为的存在是文化积淀的结果,并不是教师本身的错,而是人们在沿袭文化的过程中误读了教育,教育中没有了“人”,教育中的“无人”使得教育失去了色彩,教育场域中的教学行为也因此暗淡无光。在工具理性充斥的当今社会,人被异化为一种工具,人们追求一种线性化、模式化的生活方式,忽视了人本身的存在。本研究最终目的不是批判教师行为,而是试图通过对教师行为的解读使人们认识到在文化传承的过程中出现的问题症结所在,让我们重新审视教育中存在的问题,重新反思教育实践中的困惑。这需要在历史的长河中不断历练,将是一个漫长的过程。
[Abstract]:Teachers are the inexhaustible theme of educational research, they are direct participants in educational activities, and they are the inheritors of human civilization and culture. Preschool teacher is one of the important other children, teachers' behavior affects children all the time. The teacher-child interaction in kindergarten is a familiar landscape, but there is a kind of meaning relationship behind it. Teachers and children communicate with each other through familiar symbols. Children are familiar with the symbols given by teachers, and teachers convey their meaning through these symbols. This symbol is teacher behavior. The communication of human society is to obtain information by means of symbols. Symbol is one of the ways for people to communicate. Teacher behavior is a little known communication symbol in kindergarten education field, and this symbol is in the special field of kindergarten. Was given its special meaning. Teachers control the activities of young children through the meaning conveyed by symbols. The teaching behaviors of teachers in this study include teachers' educational behavior and management behavior. In the field of education, it is presented through the training of discipline in the field, the revelation and discipline of the knowledge in the field, and the arrangement and discipline of the space and time in the field. Teachers control the children through the discipline and restriction of the children's presence, but the familiar scene in the kindergarten implies an unknown secret. In the analysis of teachers' teaching behavior, this study regards it as a "text" that exists in the field of education, and states it as an event of "knowledge", and does not decompose it into specific behaviors. It takes culture as the main line to analyze its knowledge archeology. Culture exists in every corner of the field of education, it contains the free activities of people, for young children, they are the carrier of cultural inheritance, they must break through barriers and transcend themselves to achieve cultural heritage. Through the presentation of educational events in kindergarten field, this study holds that the existence of teachers' behavior is the result of cultural accumulation, not the fault of teachers themselves, but the misreading of education by people in the process of inheriting culture. There is no "person" in education, and "no one" in education makes education lose its color, and the teaching behavior in educational field is therefore dull. In the modern society where instrumental rationality is full of people are alienated as a tool. People pursue a linearized and stylized way of life and ignore the existence of human beings. The ultimate purpose of this study is not to criticize teacher behavior, but to make people realize the crux of the problem in the process of cultural transmission through the interpretation of teacher behavior, so that we can re-examine the problems existing in education. Rethinking the confusion in educational practice. This requires continuous experience in the long river of history, will be a long process.
【学位授予单位】：西北师范大学
【学位级别】：硕士
【学位授予年份】：2007
【分类号】：G612

【引证文献】