主体间性视野下的师幼互动研究

发布时间：2018-01-12 11:16

本文关键词：主体间性视野下的师幼互动研究　出处：《贵州师范大学》2017年硕士论文　论文类型：学位论文

【摘要】：幼儿园一日生活的各个环节无不涉及师幼互动,其对幼儿的各个方面都具有关键性影响,也可外显一个教师的教育理念,师幼互动应教育而生,为教育而存,可说幼儿教育质量的重点就在于良好师幼互动的建立。师幼互动是教师与幼儿的互动,是“人”与“人”之间的互动,无论是知识与经验皆丰富的教师还是初揭人生幕帘的幼儿都是主体。本真的师幼互动应是主体间性的师幼互动,而主体间性理论的提出也为解读师幼互动提供新的视角。故本文在主体间性视野下,运用文献法、访谈法、非参与式观察法、案例分析法研究师幼互动。首先,对主体间性理论进行阐释,回顾了胡塞尔、海德格尔、加达默尔、马丁·布伯、哈贝马斯的主体间性思想,并分析了主体性与主体间性的包容共存的内在关系,在此基础上阐释主体间性思想的意蕴,主体间性内含着主体性、平等性、人文性、交互性等意蕴。其次,在主体间性视野下对师幼互动的进行现实反思,发现师幼互动中师幼双方的主体性是失衡的,幼儿主体性发挥受限,而教师的主体性是异化的,教师一方面主体性发挥过度,在师幼互动中出现简单粗暴的霸权,教师权威发挥不合理。另一方面,教师却又缺失主体性,游离于“自主性”之外,安于现状,主动学习意识淡薄,在师幼互动中教条刻板,缺乏创造性。除师幼双方主体性失衡之外,师幼互动还偏向事务性,缺乏情感性,明显的单向互动。单向互动具体表现为教师处在静止的成人“视域”下俯视幼儿、单向解读、盲目求同、单向灌输。最后,在师幼互动现实反思的基础上构建主体间性视野下师幼互动的理想样态,提出主体间性视野下师幼互动的理想特征,并从教师角度提出建构理想主体间性师幼互动的策略,通过教师主体性的合理发挥来发展和保护幼儿处于萌芽期的主体性,在此基础上构建主体间性的师幼互动。教师应转变观念,承认并尊重幼儿主体性;为幼儿营造宽松民主的互动环境,促进幼儿主体性发展;重塑教师角色,合理发挥教师主体性;促进教师蝶化发展,培养教师的主体性自醒与自觉;重视情感关怀,实现教师与幼儿的精神相遇;悬置教师成人感,关注幼儿视域,促成师幼双方视域融合。
[Abstract]:In 1st, every link of kindergarten life is related to teacher-child interaction, which has a key impact on all aspects of the child. It can also show a teacher's educational concept, teacher-child interaction should be education and exist for education. It can be said that the key to the quality of early childhood education lies in the establishment of good teacher-child interaction, which is the interaction between teachers and children, and between "human" and "human". Whether teachers with rich knowledge and experience or children who first exposed the curtain of life are the main body. The true teacher-child interaction should be the interaction between teachers and children. The theory of intersubjectivity also provides a new perspective for the interpretation of teacher-child interaction. Therefore, this paper uses the literature method, interview method, non-participatory observation method and case analysis method to study the interaction between teachers and children. First of all, this paper uses the literature method, the interview method, the non-participatory observation method and the case analysis method to study the teacher-child interaction. To explain the theory of intersubjectivity, review Husserl, Heidegger, Gadamer, Martin Buber, Habermas, and analyze the inter-subjectivity and inter-subjectivity tolerance coexistence of the internal relationship. On this basis, it explains the meaning of the thought of intersubjectivity, which contains subjectivity, equality, humanism, interactivity and so on. Secondly, it reflects on the interaction between teachers and children from the perspective of intersubjectivity. It is found that the subjectivity of both teachers and children is out of balance in the interaction between teachers and young children, and the subjectivity of children is restricted, while the subjectivity of teachers is alienated. On the one hand, the subjectivity of teachers is excessive. In the interaction between teachers and children, there is a simple and rude hegemony, and it is unreasonable for teachers to exert their authority. On the other hand, teachers lack subjectivity, are free from "autonomy", are content with the present situation, and have a weak awareness of active learning. In the interaction between teachers and children, there is a lack of creativity and dogmatism. Besides the imbalance of subjectivity between teachers and children, the interaction between teachers and children also tends to be routine, lacking of emotion. The obvious one-way interaction. Unidirectional interaction is the teachers in the static adult "horizon" to look down on young children, one-way interpretation, blind convergence, one-way instillation. Finally. On the basis of reflection on the reality of teacher-child interaction, this paper constructs the ideal model of teacher-child interaction from the perspective of intersubjectivity, and puts forward the ideal characteristics of teacher-child interaction from the perspective of intersubjectivity. From the perspective of teachers, this paper puts forward the strategy of constructing the ideal interaction between teachers and children, and develops and protects the infancy of children's subjectivity through the rational play of teachers' subjectivity. On the basis of this, teachers should change their concepts and recognize and respect the subjectivity of young children. To create a relaxed and democratic interactive environment for young children to promote the development of children's subjectivity; Reshaping the teacher's role and giving full play to the teacher's subjectivity; To promote the development of teachers' butterflies, and to cultivate teachers' subjectivity and self-consciousness; Attach importance to emotional care and realize the spiritual encounter between teachers and young children; The adult sense of suspended teachers, pay attention to the vision of young children, promote the fusion of teachers and children.
【学位授予单位】：贵州师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G615

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