| 杨乐笛，严仲连.从离散到共在：互动仪式链理论视域下的高质量师幼互动[J].陕西学前师范学院学报,2024,40(12):31-39 |
| 从离散到共在：互动仪式链理论视域下的高质量师幼互动 |
| From Discreteness to Coexistence: High-qualified Teacher-Child Interactions in the Context of Interaction Ritual Chains Theory |
| 投稿时间：2024-09-27 修订日期：2024-10-12 |
| DOI：10. 11995/j. issn. 2095-770X. 2024. 12. 004 |
| 中文关键词: 师幼互动 互动仪式链 情感能量 |
| 英文关键词: teacher-child interaction Interaction Ritual Chains Theory emotional energy |
| 基金项目:广西高等教育教学改革工程重点项目（2023JGZ178） |
|
| 摘要点击次数: 40 |
| 全文下载次数: 8 |
| 中文摘要: |
| 师幼互动质量是反映学前教育质量的重要指标，教师和幼儿之间的交互作用能够促进双方主体的积极建构和发展。兰德尔·柯林斯突破宏观社会学和微观社会学的割裂状态，发展了由两个立足点、四大核心要素和四种主要结果构成的互动仪式链理论。基于互动仪式链理论发现，师幼互动高质量发展陷入以下困境：囿于传统的教室空间关系认知和教育理念导致了师幼身体地位失衡，形式化、离身化的课程内容和低水平的教学支持引发共同关注焦点的离散，由文化资本差异和教师情感素养缺乏造成情感能量松弛。消弭阻碍师幼互动高质量发展的困境，应以突破身体藩篱、关注教学活动和耦合情感能量为锚点，促进“身体共在-同频关注-共通情感”的高质量师幼互动。 |
| 英文摘要: |
| The quality of teacher-child interaction is an important indicator of the quality of preschool education, and the interaction between teachers and young children can promote the positive construction and development of both subjects. Randall Collins broke through the division between macro and micro sociology and developed the Interaction Ritual Chains Theory, which consists of two footholds, four core elements and four main outcomes. Based on the Interaction Ritual Chains Theory, it is found that high-qualified development of teacher-child interaction is caught in the following dilemmas: the imbalance of the physical status of teachers and children due to the traditional perception of classroom space and educational concepts, the dispersion of the common focus of attention caused by the formalized and disembodied curriculum content and the low level of pedagogical support, as well as the loosening of the emotional energy caused by the differences in cultural capital and the lack of teachers’ emotional literacy. To eliminate the dilemmas that hinder the development of high-qualified teacher-child interactions, it’s necessary to break through the physical barriers, focus on teaching activities and couple emotional energy, so as to promote high-qualified teacher-child interactions of “body co-existence - common concern - common emotion”. |
|
查看全文
查看/发表评论 下载PDF阅读器 |
| 关闭 |
