儿童主体的建构:师幼互动中教师的角色扮演与支持研究  

The Construction of Children’s Subjectivity:A Study on Teachers’Role Playing and Support in Teacher-Child Interaction

作　　者：刘亚 赵建梅[1] LIU Ya;ZHAO Jianmei(College of Education Science,Xinjiang Normal University,Urumqi 830017 China)

机构地区：[1]新疆师范大学教育科学学院,乌鲁木齐830017

出　　处：《学前教育研究》2024年第5期36-44,共9页Studies in Early Childhood Education

基　　金：新疆社科基金项目“乡村振兴战略下新疆地区乡村职业教育培养模式创新研究”(2023CJYX124)。

摘　　要：儿童天生具有主动建构的能力,其能力的可能性不以“成人”的标准为准则。儿童主体的呈现与建构需要从儿童主动行动与他者行为反馈中发现。本文旨在揭示幼儿教师通过角色扮演为儿童主体的建构提供的支持行为及其二者交互影响的过程。在“前台”,教师是主体建构的“设计者”,儿童以“合作者”角色参与其中;在“后台”,幼儿教师通过适时介入与沉默观察成为“辅助者”,儿童则在教师角色和行为的转变下,成为主体建构的“主动者”。究其成因,儿童主体的建构既在与成人互动的直接经验中,又在对成人行为与角色的理解过程中自然生成。因此,理解儿童主体及其建构过程需要教师意识到并接纳不同情境下能动且具有多重样态的儿童角色形象,包容在他者事件中丰富自身身体体验的儿童行为。Children are born with the ability to actively construct,and the possibility of their ability is not unique to“adult”standards.The presentation and construction of children’s subject need to be found from children’s initiative and other behavior feedback.The purpose of this paper is to reveal the supporting behavior of preschool teachers for the construction of children’s subjects through role-playing and the process of their interaction.In the“foreground”,teachers are the“designers”of the subject construction,and children participate in the role of“collaborators”.In the“background”,preschool teachers become the“assistants”through timely intervention and silent observation,while children become the“initiators”of subject construction under the change of teachers’roles and behaviors.The reason is that the construction of children’s subject is generated naturally in the direct experience of interaction with adults,and in the process of understanding adult behavior and role.Therefore,to understand the child subject and its construction process,teachers need to be aware of and accept the dynamic and multiple patterns of children’s role images in different situations,and tolerate children’s behaviors that enrich their own physical experience in other events.

关 键 词：儿童主体 角色扮演 教师支持 拟剧论 

分 类 号：G612[文化科学—学前教育学]