發(fā)布時間：2018-01-12 11:16

  本文關(guān)鍵詞：主體間性視野下的師幼互動研究　出處：《貴州師范大學(xué)》2017年碩士論文　論文類型：學(xué)位論文

  更多相關(guān)文章： 師幼互動 主體性 主體間性 現(xiàn)實(shí)反思 理想樣態(tài)

【摘要】：幼兒園一日生活的各個環(huán)節(jié)無不涉及師幼互動,其對幼兒的各個方面都具有關(guān)鍵性影響,也可外顯一個教師的教育理念,師幼互動應(yīng)教育而生,為教育而存,可說幼兒教育質(zhì)量的重點(diǎn)就在于良好師幼互動的建立。師幼互動是教師與幼兒的互動,是“人”與“人”之間的互動,無論是知識與經(jīng)驗(yàn)皆豐富的教師還是初揭人生幕簾的幼兒都是主體。本真的師幼互動應(yīng)是主體間性的師幼互動,而主體間性理論的提出也為解讀師幼互動提供新的視角。故本文在主體間性視野下,運(yùn)用文獻(xiàn)法、訪談法、非參與式觀察法、案例分析法研究師幼互動。首先,對主體間性理論進(jìn)行闡釋,回顧了胡塞爾、海德格爾、加達(dá)默爾、馬丁·布伯、哈貝馬斯的主體間性思想,并分析了主體性與主體間性的包容共存的內(nèi)在關(guān)系,在此基礎(chǔ)上闡釋主體間性思想的意蘊(yùn),主體間性內(nèi)含著主體性、平等性、人文性、交互性等意蘊(yùn)。其次,在主體間性視野下對師幼互動的進(jìn)行現(xiàn)實(shí)反思,發(fā)現(xiàn)師幼互動中師幼雙方的主體性是失衡的,幼兒主體性發(fā)揮受限,而教師的主體性是異化的,教師一方面主體性發(fā)揮過度,在師幼互動中出現(xiàn)簡單粗暴的霸權(quán),教師權(quán)威發(fā)揮不合理。另一方面,教師卻又缺失主體性,游離于“自主性”之外,安于現(xiàn)狀,主動學(xué)習(xí)意識淡薄,在師幼互動中教條刻板,缺乏創(chuàng)造性。除師幼雙方主體性失衡之外,師幼互動還偏向事務(wù)性,缺乏情感性,明顯的單向互動。單向互動具體表現(xiàn)為教師處在靜止的成人“視域”下俯視幼兒、單向解讀、盲目求同、單向灌輸。最后,在師幼互動現(xiàn)實(shí)反思的基礎(chǔ)上構(gòu)建主體間性視野下師幼互動的理想樣態(tài),提出主體間性視野下師幼互動的理想特征,并從教師角度提出建構(gòu)理想主體間性師幼互動的策略,通過教師主體性的合理發(fā)揮來發(fā)展和保護(hù)幼兒處于萌芽期的主體性,在此基礎(chǔ)上構(gòu)建主體間性的師幼互動。教師應(yīng)轉(zhuǎn)變觀念,承認(rèn)并尊重幼兒主體性;為幼兒營造寬松民主的互動環(huán)境,促進(jìn)幼兒主體性發(fā)展;重塑教師角色,合理發(fā)揮教師主體性;促進(jìn)教師蝶化發(fā)展,培養(yǎng)教師的主體性自醒與自覺;重視情感關(guān)懷,實(shí)現(xiàn)教師與幼兒的精神相遇;懸置教師成人感,關(guān)注幼兒視域,促成師幼雙方視域融合。
[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.
【學(xué)位授予單位】：貴州師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G615

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本文編號：1414015