教师介入幼儿同伴冲突指导探析——基于内尔·诺丁斯关怀理论

On the Guidance of Teacher's Intervention in Children's Peer Conflict--A Case Study of Nell Noddings’Theory of Care

诺丁斯关怀理论从"学会关怀"的角度,努力探寻一种处于关心状态下的生命样态,为教师介入幼儿同伴冲突提供了一条新的探索路径。关怀理论对教师介入幼儿同伴冲突的价值主要有:肯定幼儿主体地位,明晰教师在冲突中的角色;提升幼儿的关心能力,在冲突关怀中共同成长;共鸣幼儿的关心情感,保障关怀关系的持续性。在诺丁斯关怀理论指导下,教师可以更加理性、客观地介入到幼儿同伴冲突中:榜样示范,帮助幼儿掌握冲突处理技巧;对话交流,引导幼儿在冲突中找寻自我;实践认可,为幼儿提供良好的情感支撑。

From the perspective of“learning to care”,Noddings’theory of care strives to explore a state of life in a state of concern,which provides a newexploration path for teachers to intervene in peer conflicts among young children.The main values of care theory for teachers to intervene in children's peer conflict are as follows:affirming children’s dominant position,clarifying teachers’role in conflict,improving children’s care ability and growing up together in conflict care,and resonating children’s caring emotions to ensure the continuity of the caring relationship.Under the guidance of Noddings’care theory,teachers can intervene in children’s peer conflict more rationally and objectively:model demonstration to help children master conflict handling skills;dialogue and communication to guide children to find themselves in conflict;and practical recognition to provide good emotional support for children.