幼儿园教师观察能力的理论意蕴与提升路径——基于“观察渗透理论”的思考  

The Role of Theory in Preschool Teachers’Observation from the Perspective of Theory-ladenness of Observation

作　　者：高宏钰 霍力岩[2] Hongyu Gao;Liyan Huo(School of Preschool Education,Capital Normal University,Beijing 100048;Faculty of Education,Beijing Normal University,Beijing 100875)

机构地区：[1]首都师范大学学前教育学院,北京100048 [2]北京师范大学教育学部,北京100875

出　　处：《学前教育研究》2021年第5期75-84,共10页Studies in Early Childhood Education

基　　金：教育部《中小学幼儿园教师培训课程指导标准》“幼儿研究与支持”能力研制项目;北京市教育科学规划重点课题“幼儿园教师专业胜任力的诊断标准与发展模型研究”(编号:AAFA17016);北京市教委社科一般课题“幼儿园教师专业观察能力的诊断标准与发展策略研究”(编号:025185305000/090)。

摘　　要：观察能力是幼儿园教师专业能力的重要组成部分,对于促进幼儿学习发展和改进教育教学实践具有重要意义。当前幼儿园教师的观察普遍面临价值取向缺失,目标框架模糊,观察情境缺失,观察方法失当,结果阐释不足与运用缺位等问题,其主要原因在于教师的理论素养不足。"观察渗透理论"深刻阐述了理论在观察前、观察中和观察后的作用。幼儿园教师的观察也应体现理论先行、理论伴随和理论解释的特点,将理论渗透在观察准备、观察实施、观察结果分析与应用的各个环节,由此促进教师观察能力的发展。以学习品质理论为例,教师应熟悉学习品质理论,以此引领观察的价值取向与结构框架;运用学习品质理论,设计适宜观察儿童学习品质的活动情境与方式方法;联系学习品质理论,分析儿童的学习品质表现,并据此改善教育实践。Observation competency is an important part of preschool teachers’professional abilities,but some problems still exist in teachers’observation practice.The theory-ladenness of observation emphasizes that theory is ladened in all observing and interpreting process in making discoveries.This theory provides a unique perspective for comprehensively clarifying preschool teachers’observation competency.It means preschool teachers’observation must have theoretical foundation first,purposefully design observation context,methods and tools to carry out observation,and make meaning of their observation and make decision for next education plan with the guidance of theory.Some strategies on how to improve preschool teachers’observation competency under the guidance of the theory about approaches toward learning are discussed at last.

关 键 词：观察能力 “观察渗透理论” 专业能力 专业发展 

分 类 号：G615[文化科学—学前教育学]