幼兒教師視域下的兒童研究

摘要： 教育研究主體對教育現(xiàn)象的研究是一個價值賦予的過程,幼兒園教師的兒童研究也不例外。兒童研究的本質(zhì)是圍繞兒童學習與發(fā)展,研究發(fā)現(xiàn)兒童的學習與發(fā)展規(guī)律,并在此基礎上提供有效的鷹架,以支持兒童進一步的學習與發(fā)展。幼兒園教師在兒童研究中具有研究者和基于研究的支持者的雙重角色。其中,尊重兒童在學習活動中的主體地位、提升教師在教育活動中的主導地位、關(guān)注并踐行教與學的積極互動是兒童研究的方法論基礎;發(fā)現(xiàn)最近發(fā)展區(qū)并鷹架兒童的學習,了解個體差異并支持兒童的個性化學習,全面而真實的評價、有效引導與支持兒童發(fā)展是兒童研究的具體內(nèi)容;幼兒園教師的兒童研究場域具有研究與實踐的重合性,方法要從常規(guī)走向反思,研究要從重教轉(zhuǎn)變到重學。
The study of educational phenomena by educational researchers is a process of the valuegiving, so it is in the case of childhood studies by preschool teachers. The nature of childhood studies is to discover the learning and developmental laws of each child in order to provide efficient scaffolds to support children's future learning and development. Preschool teachers play the dual roles of researchers and research-based supporters. Additionally, respecting the principal role of children in learning activities,promoting the leading role of teachers in educational activities, and focusing on the positive interaction between teaching and learning are the methodological foundations of childhood studies. The contents of childhood studies include discovering the proximal developmental zone and scaffolding children's learning,understanding children's individual differences to support their own learning styles, evaluating children's learning comprehensively and efficiently to guide and support their development. Childhood studies by preschool teachers are both theoretical and practical with critical reflections to change from teaching-centered to learning-centered.