幼儿告状情境下师幼互动行为分析及其教育价值审视

On the Teacher-child Interaction and Its Educational Value in Children’s Complaint Behavior

告状行为对于幼儿具有特殊发展价值,提升告状情境下师幼互动质量能有效促进幼儿安全感、人际交往能力等的发展。本研究基于符号互动理论和生态系统理论,采用内容分析法,对213个幼儿告状案例进行编码分析。结果发现,幼儿与班级原任教师、代课教师之间的互动频率有明显差异,发生在异性之间的同伴互动居多,女孩是主要互动发起者;互动内容以维护规则为主;互动情境以积极氛围为主;原告幼儿的施动行为以负向为主,教师的施动行为以中性为主,被告的反馈行为以进取取向为主;互动结果以被告幼儿的接受为主;互动内容对教师的施动行为、被告幼儿的反馈行为、教师与被告幼儿之间的互动结果有一定影响。不过,仍然存在消极氛围占一定比例、师幼互动不充分、教师施动行为负向较多甚至出现伦理缺失等问题。幼儿园应重视非集体教学活动中的师幼互动质量,通过分级专题培训等途径,促使教师改变观念,尊重儿童,提高师幼随机互动技能,更好地满足幼儿的发展需要。

The teacher-child interaction when children complaining to their teachers has important influence on children’s learning and developing. The study used content analysis method to code 213 complaint cases from the perspectives of interactive subject,content,situation and behavior. It was found that there were obvious differences in the frequency of interaction between children and former teachers and substitute teachers,and peer interaction occurred mostly among the opposite sex while girls were the main interactive initiator. The interactive contents were mainly to maintain the rules. The interactive situation was dominated by positive atmosphere. The behaviors of the plaintiff,teacher and defendant were respectively negative,neutral and progressive. The interaction results were mainly acceptance. The interaction contents had certain influences on the teacher’s action behaviors,defendant’s feedback behavior,and the interaction results. There were some problems in the teacher-child interaction as well. To improve the teacher-child interaction,kindergarten should pay attention to the quality of teacher-child interaction in non-collective activities,and carry out graded special training to make teachers change their ideas on children and promote their interactive skills.