符号互动理论视域下幼儿园灾害教育的理论依据、问题及促进策略

Reflection and Promotion Strategy of Disaster Education in Kindergarten From the Perspective of Symbolic interaction Theory

依据符号互动理论的基本观点,幼儿园灾害教育的实质是赋予幼儿园灾害教育中的象征性事物以意义,幼儿通过这些被赋予意义的符号进行相互作用与联系,并在这个过程中去运用和修改灾害符号对他的意义。幼儿园利用符号进行灾害教育活动不仅可以节约时间和经济成本,避免给幼儿带来不必要的灾害风险,而且可以培养幼儿应对灾害反应的灵活性和变通性。但是,在实际的幼儿园实践过程中却存在符号互动脱离真实灾害反应,缺乏对符号外延的理解以及忽视对灾害符号的回顾等不足。针对这些问题,本文主要提出了回归灾害符号的本真意义,重视灾害符号互动的体验性,构建“计划—活动—回顾”的符号互动模式等应对策略。

According to the basic point of view of symbolic interaction theory,the essence of disaster education in kindergarten is to give meaning to symbolic things in disaster education in kindergarten.Children interact and connect with these symbols,and use and modify the meaning of disaster symbols to them in this process.Using symbols to conduct disaster education activities in kindergartens can not only save time and economic costs,avoid unnecessary disaster risks to children,but also cultivate children's flexibility and flexibility in responding to disasters.However,there are some deficiencies in the actual kindergarten practice,such as the separation of symbol interaction from the real disaster response,the lack of understanding of symbol extension and the neglect of the review of disaster symbols.In order to solve these problems,the author puts forward some coping strategies,such as returning to the true meaning of disaster symbol,emphasizing the experiential nature of disaster symbol interaction,and constructing the symbol interaction mode of"plan-activity-review".