摘要
在教师对儿童的理解中,最怕的是教师自以为理解儿童,其实却误解了儿童。由于掌握信息有限或只能主观推测,教师既有可能误解儿童的行为表现,也有可能误解儿童行为背后的动机,还有可能这两种误解情形同时存在。教师对自己理解儿童的心理过程没有察觉,笃定自己对儿童的理解就是正确理解,倾向于认为儿童是有意或故意为之,是导致教师误解儿童的主要症结。教师不仅要抓住自己因儿童表现而不高兴的刹那消极感受,悬置对儿童的任何评价,实现从“无意识地笃定”到“有意识地质疑”的转变,而且要抓住重新定义儿童行为性质的关键节点,坚定“儿童绝无恶意”的信念,实现从把儿童表现视之为“不当行为”到将之定性为“受挫行为”的转变。只有这样,教师才有可能真正开启理解儿童的意志努力,并沿着遵循儿童本意理解儿童的正确方向理解儿童,从而在尽力防止误解儿童情形发生的意义上消除对儿童的误解。
During the process of teachers understanding children,it’s the worst that teachers think they understand children well,but in fact they misunderstand. Because they cannot collect all information needed or they have to infer why children do that,teachers would misunderstand not only children ’s behaviors but their motivations as well. When misunderstanding happens,teachers often have no awareness of it,insist their understanding is right,and prefer to believe children perform so intentionally. To avoid misunderstanding,teachers should stop when they feel unhappy because of children’s performance looking bad and reflect why they have such feelings and clarify how they understand children at that moment. It ’s also important for teachers to redefine children’s behaviors not looking good from misconducts to frustrated behaviors,which is the start for teachers to understand children based on their real intention that is the right direction that children might be understood correctly by teachers.
作者
赵南
ZHAO Nan(Zhou Enlai School of Government,Nankai University,Tianjin 300350 China;The Journal of Early Childhood Education Research,Changsha Normal College,Changsha 410005 China)
出处
《学前教育研究》
CSSCI
北大核心
2022年第11期39-49,共11页
Studies in Early Childhood Education
基金
湖南省社科基金教育学专项立项课题“基于文献计量方法的我国学前教育学学术体系研究”(批准号:22YBJ18)。
关键词
理解儿童
误解儿童
消除误解
儿童天性
受挫行为
understand children
misunderstand children
avoid misunderstanding
the nature of children
frustrated behaviors
