从“关注行为问题”到“聚焦师幼关系”——美国特殊幼儿行为问题干预策略探究  

From“Focusing on Behavioral Problems”to“Focusing on Teacher-Child Relationship”——An Exploration of Strategies for Early Childhood Behavior Intervention in the United States

作　　者：李英姬 LI Yingji(Institute of Education and Science,Jilin Normal College of Engineering and Technology,Changchun,130052)

机构地区：[1]吉林工程技术师范学院教育科学学院,长春130052

出　　处：《中国特殊教育》2022年第7期23-31,共9页Chinese Journal of Special Education

基　　金：吉林省教育厅“十三五”社会科学研究项目“吉林省民办幼儿园教师情绪劳动、职业倦怠与离职意向的关系研究”(项目编号:JJKH20200191SK);吉林工程技术师范学院博士科研启动经费专项“幼儿园教师中庸思维特点及其对职业倦怠的影响研究”(项目编号:BSGC202113)的阶段性研究成果。

摘　　要：随着师幼关系与幼儿行为问题之间关系研究的逐渐深入,如何构建积极的师幼关系用以干预特殊幼儿的行为问题逐渐成为研究热点。本文对美国三种基于构建积极师幼关系的幼儿行为问题干预策略——功能性沟通训练法、储蓄时间模式以及师幼互动培训法进行介绍和分析,归纳出上述策略具有强调发展积极师幼关系、建立师幼互动的双主体模式、采用差异化手段干预行为问题等特征,在此基础上为我国幼儿教师有效干预特殊幼儿的行为问题提供启示和借鉴。As research on the relationship between teacher-child relationship and early childhood behavioral problems progresses,the construction of positive teacher-child relationship to intervene in early childhood behavioral problems is becoming a hot topic.This article introduces and analyses three intervention strategies based on teacher-child relationship in the United States—the functional communication training method,the time-saving model and the teacher-child interaction training method—and concludes that these strategies are characterized by emphasizing the development of positive teacher-child relationship,establishing a dual subject model of teacher-child interaction,and using differentiated means to intervene in behavioral problems.The strategies are then used to provide inspiration and reference for early childhood teachers in China to intervene in children’s behavioral problems via improving teacher-child relationship.

关 键 词：行为问题 师幼关系 干预策略 

分 类 号：G456[文化科学—教育学]