【作者】 林娜；

【导师】 郑敏希；

【作者基本信息】 福建师范大学 ， 学前教育（专业学位）， 2024， 硕士

【摘要】 随着教育活动中儿童主体性地位的回归,如何正确认识、对待儿童日益成为学前教育研究的重点内容,其中对儿童的各种行为进行研究是了解儿童的重要途径。以往研究多以成人视角,以儿童提问的数量、类型和特点为研究重点,但鲜有人对提问本质进行研究。本研究试图从具体的教育情境中出发,以教育现象学为研究方法回到儿童对提问行为的体验中,寻找关于提问行为对儿童的本质意义。以福州市A幼儿园大班幼儿为例,运用观察法、访谈法等方法作为研究资料来源的手段,忠实地呈现出儿童关于提问行为的体验,考察儿童提问行为中问与不问的意义,分析结果如下:儿童提问行为可以分为四种状态:有疑发问、有疑不问、无疑而问、无疑不问。每一种状态带给儿童的体验不尽相同,包括快乐、愤怒、悲伤、无奈等体验。对这些体验进行反思性分析后,本研究认为儿童的提问主要包含三个方面的意义:一是在认知需求方面,对世界抱有强烈好奇冲动的儿童会不断提出问题满足自己的认知需求,而不问则是向自身发问的沉思和儿童被抛入世界的无奈沉默;二是在情感的需求层面,儿童的问是对自身存在感的强调和对自我关怀的诉求;不问一方面是儿童满足于目前的生存状态,另一方面是由于儿童的情感需求得不到满足而弱化了儿童的问;三是在关系的需求层面,儿童的问和不问是对关怀型的人际关系网建立的渴求,不问也是一种儿童与他人互动的方式。为追求儿童友好的教育目标,本研究从三个方面提出教育建议:一是尊重儿童的问题,包括要尊重儿童的问与不问;二是回应儿童的问题,包括要回应儿童的认知需要,也要回应儿童的情绪需要;三是激发儿童的问题,包括成人要给儿童营造一个友好的探索环境和与儿童建立友好的交往关系。更多还原

【Abstract】 With the return of children’s subjectivity in educational activities,how to correctly understand and treat children has increasingly become the focus of pre-school education research,in which the study of children’s various behaviors is an important way to understand children.Previous studies have mostly focused on the number,types and characteristics of children’s questioning from an adult perspective,but few have examined the nature of questioning.This study tries to start from a specific educational situation and return to children’s experience of questioning behaviors by using educational phenomenology as a research method to find out about the essential meaning of questioning behaviors for children.Taking Kindergarten A in Fuzhou City as an example,we used observation method and interview method as the means of research data source to faithfully present children’s experience of questioning behavior and examine the meaning of asking and not asking in children’s questioning behavior,and analyzed the results as follows:Children’s questioning behavior can be divided into four states:asking with doubt,not asking with doubt,asking without doubt,and not asking without doubt.Each state brings different experiences to children,including happiness,anger,sadness,helplessness and other experiences.After a reflective analysis of these experiences,this study suggests that children’s questioning encompasses three main areas of meaning:first,in terms of cognitive needs,children with a strong curiosity impulse towards the world will constantly ask questions to satisfy their cognitive needs,while not asking is the contemplation of asking questions to themselves and the helpless silence of children being thrown into the world;second,in terms of emotional needs,children’s questioning is the emphasis on their own sense of being and the appeal for self-care;not asking is the appeal for self-care;and not asking is the stress on their own sense of existence and the appeal for self-care.Second,at the level of emotional needs,children’s asking is an emphasis on their own sense of existence and an appeal for self-care;not asking is,on the one hand,a sign of children’s contentment with their current state of existence,and on the other hand,it is a weakening of children’s questioning due to children’s unsatisfied emotional needs;and,third,at the level of relational needs,children’s questioning and non-questioning is the craving for the establishment of caring networks of interpersonal relationships,and non-questioning is a form of children’s interaction with others.In order to pursue the educational goal of child-friendliness,this study proposes educational recommendations in three areas:first,respecting children’s questions,including respecting children’s asking and not asking;second,responding to children’s questions,including responding to children’s cognitive needs as well as children’s emotional needs;and third,stimulating children’s questions,including the need for adults to create a friendly exploratory environment for children and to establish a friendly and interactive relationship with children.更多还原