理解视域下学生“问题行为”阐释及教育策略

The Interpretation of Students’“Problem Behaviors”and Educational Strategies from the Horizon of Understanding

在日常经验化意识的裹挟下,教师面对学生“问题行为”时,往往缺乏理解的视域,无法把握学生行为的意向与意义。教师理解意识的缺失有以下三个方面的表现:一是以事实性代替“心理因”;二是对学生“问题行为”进行类型化评判;三是聚焦于事件或行为本身而不是行为人及其意向性。这导致教师在处理学生“问题行为”时学生立场的缺失,消解了教育的意义。教师应成为理解者,有效地指引学生走出成长的困境。具体来说,在面对学生“问题行为”时,教师应做到以下几点:悬置外在规范,进行非判断性理解;对学生“问题行为”进行“本质直观”剖析,抵达学生行为的意向性;在理解学生成长需要和探索学生行为意义链的基础上,引导学生内在生命的成长。

Under the coercion of daily experienced consciousness,educators often lack the horizon of understanding when interpreting students’“problem behaviors”,so they cannot reach the deep meaning of students’behaviors.It is manifested in three aspects:the first is that educators often substitute factual cause for psychological cause;the second is to make criticism of categorization on students’“problem behaviors”;and the third is to focus on events and behaviors themselves rather than“doers”and behavioral intentionality.These lead to the lack of children's perspective when educators face problem behaviors,and the loss of educational significance.Therefore,teachers should become knowers,so as to ef fectively guide students out of the dilemma of growth.Specifically,educators should do the following when facing students’“problem behaviors”:formulate external norms and conduct non-judgmental analysis.Direct perception of the essence of students’“problem behaviors”to reach the deep meaning of students’behaviors.On this basis,rational actions can be taken to guide the growth of students’inner life.