儿童研究与教师专业发展:过去、现在与未来

发布时间：2018-03-09 21:02

本文选题：儿童研究　切入点：教师专业发展　出处：《教育学报》2015年04期 　论文类型：期刊论文

【摘要】：盛行于19世纪末20世纪初、后又在20世纪六七十年代得以复兴的儿童研究运动,重新建构了教师专业本身,不仅要求师范生的培养体系中必须包含儿童学的系列课程,而且要求在职教师也必须通过儿童研究的临床活动,生产并积聚关于儿童的实践性知识来提升自己的专业素养,改善儿童的校园生活品质。通过对儿童研究运动前后期的回顾和比较,发现教师在做儿童研究时,必须遵循以儿童的全方位个性化发展为核心、主动积累关于儿童的实践性知识、注重并发挥儿童的内在力量等原则;同时,借助"拓展性临床访谈"和"描述性评论"等策略,利用问卷调查、直接观察法、作品分析等方法,教师将更便于从事课堂内外的儿童研究。而日本和美国在儿童学建设方面的经验,则可协助我国进一步完善教师教育的培养机制,使未来教师更能胜任针对儿童的教育事业。
[Abstract]:The children's research movement, which flourished in the late 19th century and early 20th century, and then revived in the 1960s and 1970s on 20th century, reconstructs the teacher's specialty itself, and requires not only that the training system of normal school students must include a series of courses for children's studies. It also requires in-service teachers to produce and accumulate practical knowledge about children to improve their professional qualities through clinical activities in children's research. Through reviewing and comparing the former and later stages of children's research movement, it is found that teachers should follow the core of children's all-round and individualized development when doing children's research. At the same time, with the help of the strategies of "extended clinical interview" and "descriptive review", the author makes use of the questionnaire survey and direct observation method, and takes advantage of the principles of actively accumulating practical knowledge about children, paying attention to and giving full play to the inherent power of children. Work analysis and other methods will make it easier for teachers to engage in child research in and out of the classroom. However, the experience of Japan and the United States in the field of children's learning construction can help our country further improve the training mechanism of teacher education. To make future teachers more competent for the education of children.
【作者单位】：杭州师范大学教育学院;
【基金】：教育部人文社会科学研究青年基金项目“童年社会学视野下学校变革的运行机制及其影响研究”(项目编号:14YJC880015) 全国教育科学规划青年专项课题“学校促进教师研究的机制和策略”(课题批准号:EFA100392)的成果之一
【分类号】：G610

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