瑞吉欧·艾米利亚的教师研究:一个充满活力并不断演变的角色的精髓

Teacher Research in Reggio Emilia:Essence of a Dynamic,Evolving Role

意大利瑞吉欧·艾米利亚幼儿教育体系已经历30余年的研究历程。近年来，随着移民家庭的不断涌入、当地政府财务状况的不断紧缩、教育工作者的世代更替等，关于教师角色定位及其教育实践都发生了许多新的变化。今天，作为儿童研究者，研究是教师在园内园外的一种日常生活及工作方式，一种质疑和探究的态度和过程；作为工作网络和组织机构中的同僚，教师需要通过团队合作，共同观察、记录儿童的表现，分享有关促进儿童发展的经验，为此，他们还建立了一种“拓展性教学体系”，让许多学校开展互动，创新和交换知识经验；作为课程设计和实施者，教师坚持“灵活计划”的方案教学，并运用“倾听教学法”，倾听儿童的声音，引导儿童发现他们各种经历和体验的意义；作为环境创造者，教师更强调让环境成为第三老师，以引导儿童关注自然以及动植物和人自身的生理、情绪等；作为促进交流和形成社区归属感的指导者，教师须努力促使教育机构对全体幼儿更具包容性；作为家庭的合作伙伴，教师更关注家长的参与、支持和合作，例如，通过雇佣文化调解员为特别儿童家庭（如移民家庭）的“参与”提供指导。

Reggio Emilia approach to early childhood education has been studied more than 30 years. Following the influx of new families, tighter financial situation in local government and generational turnover of educators, there are many new changes on teacher＇s role and practice in recent years. Today, as children researchers, teachers＇ research is not only an attitude and approach in everyday living in and outside kindergartens, but also a questioning attitude and inquiry process. Besides, as colleagues within a network and organization, teachers, with mutual collaboration, and observing and documenting child＇s behaviors together, share experience on promoting child learning. For this purpose they establish a ＂diffuse pedagogical system＂ to make interactions and innovations, and to exchange knowledge and experience among schools. Furthermore, as curriculum designers and executors, teachers help children find meaning in what they do, what they encounter, and what they experience by applying ＂flexible planning＂ project approach and ＂pedagogy of listening＂ to listen ironer voices of children. Moreover, as creators of the environment, teachers strongly believe that enviromnent as a third teacher can guide children to pay attention to nature, animals and plants, and emotional and physical nourishment of human beings. Additionally, as guiders in fostering exchange and community, teachers endeavor to make educational institution more inclusive of all chil- drenl Last but not least, as partners with families, teachers focus more on parent participation, support and collaboration, such as hiring cultural mediators to instruct the participation of special children families （e.g. immigrant families）