“教师的儿童研究”本质初探

The Essence of “Teacher Researching on Children”

尽管"教师的儿童研究"已经体现在我国有关教师教育的政策条文中,但对其本质的探寻仍然很重要。笔者从教师研究和教师的儿童研究的异同出发,提出"教师的儿童研究"的本质是以儿童个体及其成长为核心开展的研究,通过儿童研究发现每位儿童的内在发展力量并创造儿童知识。然而,我国的教师研究关注于教材教法甚于研究儿童,其研究下意识地控制了儿童的成长并难以走出模仿的误区。据此,转向儿童个体、在儿童研究中学会研究儿童、为教师的儿童研究提供支援是我国教师的儿童研究突围的基本理路。

That teachers should do research on children has been embodied in China/s teacher education policies. However little attention has been given to the essence of teachers＇ research on children. Starting from the similarities and differences between teacher research and teachers＂ research on children, we argue that the essence is the research surrounding the individual and his/her growth, the discovery of each child＇s inner power to growth, and the construction of knowledge of childrenls own. However, teachers are dedicated in studding textbook and how to teach more than the students. More often than not, teacher unconsciously interferes children＇s spontaneous growth, leading to imitation rather creation. Accordingly, the focus of teachers~ research on children should transfer to individual, research practice, and technical support.