教育人类学视角下幼儿—教师日常互动特征研究  

Research on the Characteristics of the Daily Interaction between Preschool Children and Teachers from the Perspective of Educational Anthropology

作　　者：刘亚[1,2] 赵建梅 LIU Ya;ZHAO Jian-mei(Reasearch Center of Educational in Xinjiang,Xinjiang Normal University;College of Educational Science,Xinjiang Normal University,Urumqi,Xinjiang 830017)

机构地区：[1]新疆师范大学自治区文科基地新疆教师教育研究中心 [2]新疆师范大学教育科学学院,乌鲁木齐新疆830017

出　　处：《民族教育研究》2022年第1期94-101,共8页Journal of Research on Education for Ethnic Minorities

基　　金：新疆维吾尔自治区文科基地"新疆教师教育研究中心"一般项目"双减"政策背景下中小学教师课后服务模式研究(项目编号:ZK202231B)的阶段性成果。

摘　　要：教师对幼儿的支持行为作为幼儿园教学活动的“支架”,对幼儿语言和社会性发展起着重要作用。以教育人类学视角,借助社会学“拟剧论”,对新疆T县S园教师的日常生活进行参与式观察和深度访谈,透视幼儿教师的互动逻辑。研究发现,教师互动行为呈现“在场”与“游离”两种特征。教师互动行为裹挟在不同互动时空维度中,在严明制度规范的活动环境和相较之规训较弱的常规活动环境中,分别呈现“情境化自我”与“能动性自我”的双重角色。构建以“幼儿主体性”取向为轴心的互动行为,教师需打破“伪”游戏精神,重识幼儿自由的原初本性;在筑立“真”游戏氛围时,与幼儿融为知行合一的共同体;以解放幼儿“野性”游戏性表现为互动理念,改善自身的互动逻辑。Teachers’ support for children, as the “support” of preschool teaching activities, plays an important role in children’s language and social development. From the perspective of educational anthropology, the study adopts the theory of Dramaturgy from sociology, conducts participatory observation and in-depth interviews on the daily life of preschool teachers in T County, Xinjiang, and depicts the interactive logic of preschool teachers. The study found that the teachers’ interactive behavior showed two characteristics of “presence” and “absence”. Teachers’ interactive behavior is involved in different interactive space and time dimensions. The dual roles of “contextualized self” and “initiative self” are presented respectively in activity environment of strict system and norms versus in the conventional activity environment of weak regulations and rules. To construct the interactive behavior focusing on “children’s subjectivity”, teachers need to break the “pseudo” game spirit and reevaluate the original nature of children’s freedom. When building up a “true” game atmosphere, teachers need to integrate with children into a community with unity in knowing and doing. It is important to liberate children’s “wild” game performance as the interactive concept so as to improve their own interactive logic.

关 键 词：游戏共同体 情境化自我 能动性自我 教育人类学 

分 类 号：G610[文化科学—学前教育学]