师幼互动类型及成因的社会学分析研究——基于上海50所幼儿园活动中师幼互动的观察分析

发布时间：2018-06-16 11:55

本文选题：师幼互动类型 + 师幼关系　；参考：《教育研究》2009年07期

【摘要】：采用社会学视野与研究策略,根据教师行为对象及师幼行为属性为划分标准,发现幼儿园活动中师幼互动类型主要为师班互动、师个互动和教师控制型—幼儿接受型,控制—服从型是主导的师幼互动类型,特别是在"集体学习活动"、"运动活动"中。造成这种现象的原因是:教师的价值取向倾向于强控制,"秧田型"空间形态导致了教师集权控制下的"伞状空间",教师习惯于根据自己的预设框架展开教育教学活动。但幼儿具有主动交往和"角色主动化"的权利,因此提出了发挥幼儿主体性、建立"启发引导—主动发问"师幼互动类型的建议。
[Abstract]:By using sociological view and research strategy, according to the criteria of teacher behavior object and teacher-child behavior attribute, it is found that teacher-class interaction, teacher-individual interaction and teacher-controlled teacher-child acceptance type are the main types of teacher-child interaction in kindergarten activities. Control-service conformance is the dominant type of teacher-child interaction, especially in "collective learning activities" and "sports activities". The reason for this phenomenon is that the value orientation of teachers tends to strong control, the "Yangtian" spatial form leads to the "umbrella space" under the centralized control of teachers, and teachers are used to carrying out educational activities according to their own preset framework. However, children have the right of active communication and "role initiative", so they put forward the suggestion of giving play to children's subjectivity and establishing the type of teacher-child interaction of "enlightening, guiding and actively asking questions".
【作者单位】：上海市教育科学研究院普通教育研究所学前教育研究室;
【基金】：全国教育科学“十一五”规划教育部重点课题“在积极有效的师幼互动中促进教师教育行为变化的研究”(课题批准号:DHA070150) 上海市教育科学研究“十一五”市级项目“师幼和谐互动中提升教师专业化水平的研究”(项目编号:B0635)的研究成果之一
【分类号】：G615

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