边缘儿童教育干预的个案研究

A Case Study of Education Intervention in Peripheral Children

以布朗芬布伦纳人类生态学理论为基础,以个案研究为方法,深入了解边缘儿童所处的生态环境现状。了解到家庭生态失衡是儿童边缘化的诱因,同伴排斥与之交往是儿童边缘化的催化剂,教师的忽视加剧了儿童边缘化的程度。应发挥家庭在边缘儿童复归中的主体作用以及幼儿教师和同伴的动力作用,使儿童重归一个趋于平衡的生态环境系统,帮助儿童健康快乐地成长。

Based on the themT of the human ecology of Brown Finn Brun, and employing the case study as the method, this paper deeply analyzed the ecological environment situation of the marginalized children. It is well-known that family ecological imbalance is the inducement factor of children＇ s marginalization, peer exclusion is a catalyst for children＇ s marginalization, and the neglect of teachers aggravates the degree of marginalization of children. Therefore, this paper suggests to play the family＇ s central role and the motivation of kin- dergarten teachers and peers in the return of marginalized children so that children can return into a balanced ecological enviromnent and help children grow healthily and happily.