幼儿教师视域下的儿童研究

教育研究主体对教育现象的研究是一个价值赋予的过程,幼儿园教师的儿童研究也不例外。儿童研究的本质是围绕儿童学习与发展,研究发现儿童的学习与发展规律,并在此基础上提供有效的鹰架,以支持儿童进一步的学习与发展。幼儿园教师在儿童研究中具有研究者和基于研究的支持者的双重角色。其中,尊重儿童在学习活动中的主体地位、提升教师在教育活动中的主导地位、关注并践行教与学的积极互动是儿童研究的方法论基础;发现最近发展区并鹰架儿童的学习,了解个体差异并支持儿童的个性化学习,全面而真实的评价、有效引导与支持儿童发展是儿童研究的具体内容;幼儿园教师的儿童研究场域具有研究与实践的重合性,方法要从常规走向反思,研究要从重教转变到重学。

Childhood Studies from the Perspective of Preschool Teachers

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.