师幼交往的主体间性特点及实现策略研究

发布时间：2018-12-23 10:21

【摘要】：本文以儿童为本的思想为导向，以理论与现实相结合为原则，以文献法和观察法为主要方法，研究了师幼交往的主体间性特点及其实现策略问题。诠释了主体间性思想的内涵，分析了师幼交往的主体间性特点，并提出了实现师幼交往主体间性的相关策略。论文主要由四部分组成：第一章：通过对当前师幼交往中儿童主体失落现象的分析，提出从主体间性视角重新审视师幼交往，以期以此寻回儿童失落的主体，实现师幼和谐交往。第二章：沿着主体间性思想的形成与发展脉络，结合当前关于主体间性的相关争论，分析阐释了主体间性的内涵。第三章：以儿童身心发展特点、师幼交往特点、儿童的权利和地位为分析依据，具体阐述了师幼交往的主体间性特点：主体平等性、主体需要性、双向互动性和结果互惠性。第四章：以师幼交往主体间性状态的促成与维持为目的，结合师幼交往的成功案例与失败案例的分析，提出主体倾斜、知识对话、情感沟通和适度支持四个实现师幼交往主体间性的策略。
[Abstract]:This paper studies the inter-subjectivity characteristics of teacher-child communication and its realization strategy, which is guided by children's thought, combining theory with reality, literature method and observation method as the main methods. This paper interprets the connotation of the idea of intersubjectivity, analyzes on the characteristics of intersubjectivity in teacher-child communication, and puts forward some relevant strategies to realize the intersubjectivity of teacher-child communication. The thesis is mainly composed of four parts: chapter one: through the analysis of the phenomenon of the loss of children's subject in the current teacher-child communication, the author puts forward to re-examine the teacher-child communication from the perspective of inter-subjectivity. In order to find the lost subject of children, to achieve harmonious communication between teachers and children. The second chapter: along the formation and development of the thought of intersubjectivity, combined with the current controversy about intersubjectivity, it analyzes and explains the connotation of intersubjectivity. Chapter three: based on the characteristics of children's physical and mental development, the characteristics of teacher-child communication, and the rights and status of children, the author concretely expounds the inter-subjectivity characteristics of teacher-child communication: subject equality, subject need, two-way interaction and result reciprocity. Chapter four: aiming at promoting and maintaining the intersubjective state of teacher-child communication, combining with the analysis of successful cases and failure cases of teacher-child communication, the author puts forward that the subject is inclined and knowledge dialogue. Emotional communication and appropriate support of the four strategies to achieve teacher-child interaction between the main body.
【学位授予单位】：东北师范大学
【学位级别】：硕士
【学位授予年份】：2004
【分类号】：G612

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