“社会性自我”的同一性危机与自我重建——儿童“特殊行为”的意义阐释

Study on Identity Crisis and Self-reconstruction of “Social Selves”——Interpretation of Meaning of Children’s “Special Behavior”

“发现儿童”之后如何“理解儿童”是广大教育研究者们一直思考研究的重要问题。本研究则聚焦儿童的某些“特殊行为”,从儿童丰富的情绪体验出发尝试理解他们的行为意图。研究发现:“特殊行为”是教师作为他人的立场判定的,儿童“特殊行为”的背后隐藏着其原有的自我同一性失衡断裂的危机,儿童采取这些“特殊行为”是为重建自我同一性进行的尝试。这启示广大教育工作者应当关注与保护儿童自我意识的发展,注意引导儿童更好地认识自己和他人眼中的“我”。教育工作者应当对儿童的“特殊行为”从儿童情绪体验意义出发,站在儿童立场上进行理解,切忌妄加指责,贴上道德标签。

After study of“discovery of children”,how to understand children becomes an important problem for the research of the large number of educational researchers.Children’s rich emotional experience can help to understand intent of children behavior,especially some“special children behaviors”are studied focused in this paper.It is found that“special behavior”is defined by teachers who are from other people’s position.And behind children’s“special behavior”,it hides the crisis of original children self-identity imbalance.This suggests that the majority of educators should pay attention to protect the development of children’s self-awareness,and give guidance of children to understand themselves better and know themselves in other people’s eyes.Educators should understand children’s“special behavior”from the sense of children’s emotional experience,by standing on children’s position,should not blame them and affix moral labels on them.