共识、共情、共行:基于符号互动论的亲子共读  

Consensus,Empathy and Common Behavior:Parent-Child Reading Based on Symbolic Interactionism

作　　者：曾梦淳 李梦霞[1] ZENG Mengchun;LI Mengxia(School of Teachers Education,Huzhou University,Huzhou 313000,China)

机构地区：[1]湖州师范学院教师教育学院,浙江湖州313000

出　　处：《宁波教育学院学报》2023年第6期46-51,66,共7页Journal of Ningbo Institute of Education

基　　金：浙江省教育科学规划2023年度重点课题“中国传统文化视域下中学生积极心理品质的构建与生涯辅导研究”(2023SB028);浙江省大学生科技创新活动计划暨新苗人才计划“亲子阅伴计划:基于脑科学的亲子共读策略设计与研究”(2022R431C025);湖州师范学院校级研究生科研创新项目“亲子共读的脑间同步及其对幼儿情绪调节能力的影响——基于fNIRS超扫描研究”(2022KYCX17)。

摘　　要：符号互动论认为亲子共读互动是父母与儿童以绘本符号为媒介的主体间交往过程,是亲子在绘本共读情境中进行意义双向建构的生成过程。亲子共读活动中互动目标片面化、互动主体单向化、互动内容刻板化及互动策略平行化导致了亲子共读活动中的互动疏离现象。共生性的亲子共读互动在符号意义建构中达到“共识、共情、共行”,具体表现为亲子共读互动中的意义同构、情感同构和行为同构,以实现高质量亲子共读。Symbolic interactionism believes that parent-child reading is the interaction between parents and children with picture book symbols as the media,which is the generation process of mutual development between parents and children in the reading situation with picture books.In this interactive process,the one-sided interaction goals,one-way interaction subjects,rigid interaction content and parallel interaction strategies lead to the phenomenon of interaction alienation.The symbiotic parent-child reading interaction achieves"consensus,empathy and common behavior"in the construction of symbolic meaning,which is embodied in the meaning isomorphism,emotion isomorphism and behavior isomorphism in the parent-child reading interaction,so as to realize high-quality parent-child reading.

关 键 词：符号互动论 符号 亲子共读 互动共生 

分 类 号：G78[文化科学—教育学]