人类发展生态学视域下师幼冲突的归因与化解  

Attribution and Resolution of Teacher-Child Conflict from the Perspective of the Ecology of Human Development

作　　者：高雪 杨萍 冯海英[1] Gao Xue;Yang Ping;Feng Haiying

机构地区：[1]西华师范大学教育学院,四川南充637002 [2]四川南充市白土坝幼儿园,四川南充637000

出　　处：《科教文汇》2020年第16期144-146,156,共4页Journal of Science and Education

摘　　要：近年来,师幼冲突走向极端化的事件逐渐增多,折射出师幼所处的生态环境失衡的问题。为了消解师幼冲突的发生,试图用人类发展生态学理论来分析这一现象,即师幼冲突的发生受到多层环境的影响,幼儿教师角色失位、家园之间关系失谐、外部支持系统失力与价值观念系统失范都会引发师幼冲突。鉴于此,提出明晰重要他人的角色、发挥家园合作的中介力量、优化师幼所处的生态环境以及树立生态式教育理念等建议。In recent years,the conflict between teachers and children has become increasingly extreme,which reflects the imbalance of ecological environment in which teachers and children live.In order to eliminate the occurrence of teacher-child conflict,this paper tries to analyze this phenomenon with the theory of human development ecology,that is,the occurrence of teacher-child conflict is affected by the multi-layer environment.The role loss of preschool teachers,the relationship between homes,the loss of external support system and the loss of value system will all cause the teacher-child conflict.In view of this,some suggestions are put forward,such as clarifying the role of important others,giving play to the intermediary power of home cooperation,optimizing the ecological environment of teachers and children,and establishing the ecological education concept.

关 键 词：幼儿园 师幼冲突 人类发展生态学 

分 类 号：G617[文化科学—学前教育学]