“有儿童视角”的教师观察:理论基础与实践样态  

Teachers′Observation from the"Perspective of Child":Theoretical Basis and Practical Patterns

作　　者：朱晋曦 郭力平 ZHU Jinxi;GUO Liping(Faculty of Education,East China Normal University,Shanghai 200062,China)

机构地区：[1]华东师范大学教育学部,上海200062

出　　处：《北京教育学院学报》2024年第2期28-35,共8页Journal of Beijing Institute of Education

基　　金：联合国儿童基金会委托课题“幼儿园教师儿童观察、保教支持能力测评工具编制及自适应测评系统的研制”研究成果。

摘　　要：当前幼儿园教师观察实践的儿童视角不足,存在忽略儿童事实表现导致观察准确性不足、曲解儿童行为成因导致分析可靠性不够、抽离儿童活动情境导致理解复杂性欠缺等问题,造成教师观察未能完全发挥理解儿童的作用。为此,教师应做到“有儿童视角”的观察,它以视角主义与视域融合作为理论依据,是对儿童为本理念的积极回应,能够帮助教师通过悬置、反思和同感等方式开展教育实践。“有儿童视角”的教师观察的实践样态包括采取非验证式的观察目的、观察内容兼顾儿童与情境、利用多向度和跨时段的观察途径,以及以共情作为判断分析的抓手。At present,teachers′observation in kindergarten lacks the perspective of child.It tends to ignore children′s factual performance,which leads to insufficient observation and lack of accuracy,misunderstanding the causes of children′s behavior and lack of reliability,departure from children′s activity context and lack of the understanding on its complexity.These problems hampers the value of teachers′observation and its role in understanding children.Therefore,teachers should observe from the"perspective of child",which is grounded on the theory of fusion of horizon and gives a positive response to the child-oriented concept and can help teachers with their educational practices with the methods of suspension,reflection and empathy.The practical patterns of teachers′observation from the"perspective of child"include adopting non-verification observation purpose,taking into account of children and scenarios,using multi-dimensional and inter-temporal observation approaches,and taking empathy as the starting point of judgment and analysis.

关 键 词：儿童发展观 儿童视角 教师观察 幼儿园教师 

分 类 号：G610[文化科学—学前教育学]