| 李 飞.走出对幼儿“问题行为”教育的误区[J].陕西学前师范学院学报,2019,35(1):70-74 |
| 走出对幼儿“问题行为”教育的误区 |
| Mistakes in the Education of Children’s Problem Behaviors |
| 投稿时间：2018-09-12 修订日期：2018-10-06 |
| DOI：10.11995/j.issn.2095-770X.2019.01.014 |
| 中文关键词: 问题行为 判断标准 儿童立场 误区 |
| 英文关键词: problem behaviors criteria standpoint of children mistakes |
| 基金项目:2016年度江苏省教育科学“十三五”规划课题（D/2016/03/49）；2016年度江苏省第五期“333工程”科研项目资助计划资助（BRA2016284） |
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| 中文摘要: |
| 教师的教育理念与实践经验是判断幼儿问题行为的重要影响因素，但在师幼互动中，由于教师缺乏一定的观察、沟通、解析行为等专业能力，对幼儿问题行为的教育也陷入了一些误区：重外在影响因素，轻教师自我反思；重外化问题表现，轻背后行为动机；重统一标准评价，轻幼儿个体差异。要走出误区，教师坚守正确的儿童立场是关键，学会细致观察是基础，与家长有效沟通是现实需要，进行针对性的引导与支持是核心。 |
| 英文摘要: |
| Teacher’s teaching philosophy and experience is one of the important factors affecting their judgment on children’s problem behaviors, but in the interactions between teacher and children, due to the lack of professional ability, such as ability in observation, communication or analysis, there exist some mistakes in the education of children’s problem behaviors, including overemphasis on external factors and ignorance of self-reflection, overstress on the superficial problem and neglect of the driving force, and the application of uniform criteria and the overlook of individual differences. To improve the current situation, teachers should first stand on the position of children, learn to observe carefully, communicate with parents and design strategies accordingly. |
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