学前“儿童行为观察”实践教学有效性的现状审视与提升——基于观察渗透理论  

Review and Improvement of the Effectiveness of Practice Teaching of Preschool“Children’s Behavior Observation”--Based on Theory Laden Observation

作　　者：方银叶 张莉 FANG Yin-ye;ZHANG Li(School of Educational Science,Qiannan Normal University for Nationalities,Duyun 558000,China;Faculty of Education Southwest University,Chongqing 400715,China)

机构地区：[1]黔南民族师范学院教育科学学院,贵州都匀558000 [2]西南大学教育学部,重庆400715

出　　处：《陕西学前师范学院学报》2020年第7期96-103,共8页Journal of Shaanxi Xueqian Normal University

基　　金：贵州省2017年高等学校教学内容和课程体系改革项目(2017520115);黔南民族师范学院2017年教育质量提升工程项目(2017xjg0507)。

摘　　要：观察渗透理论表明,我们在评断或观察一个事件或事物时,总是受到原有经验或理论知识的影响。“儿童行为观察”作为学前师范生的专业基本功和专业发展的起点,在幼儿教育和教师的专业成长中发挥着重要的作用。但在实践教学中却发现效果并不够理想,学生在观察活动中表现出“看不准、释不专、导无方”等问题。本研究试从观察渗透理论视角,提出“儿童行为观察”教学有效性的提升策略。首先,帮助学生觉察已有“成见”,以走向不偏不倚的“看”;其次,引导学生有目的的“储备”理论工具,为实现有理有据的“解”;最后,培养学生多视角分析行为的思维,以生成合理的教育之“导”。According to theory laden observation theory,when we judge or observe an event or thing,we are always influenced by previous experience or theoretical knowledge.As a basic professional skill and starting point of students majoring in preschool education,“observation of children’s behavior”plays an important role in early childhood education and teachers’professional development.But the effectiveness of its practice teaching seems poor.In observation activities,problems such as“observation inaccuracy,unprofessional explanation,and unclear direction”exist.Based on theory laden observation theory,this study proposes three strategies to improve the effectiveness of the teaching of“children’s behavior observation”.First,help students to be aware of existing“prejudices”,so as to move towards impartial observation.Second,guide students to reserve theoretical tools for the purpose of rational explanation.Thirdly,cultivate students’thinking of analyzing behavior from multiple perspectives so as to formulate reasonable educational strategies.

关 键 词：儿童行为观察 实践教学有效性 观察渗透理论 

分 类 号：G612[文化科学—学前教育学]