|本期目录/Table of Contents|

[1]许向凯,陶志琼*.师-幼“不良”互动对幼儿发展的影响[J].宁波大学学报(教育科学版),2019,41(1):128-132.
 XU Xiang-kai,TAO Zhi-qiong.. Impacts of Kindergarten Teachers and Childrens Improper Interaction on Childrens Development[J].JORNAL OF NINGBO,2019,41(1):128-132.
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师-幼“不良”互动对幼儿发展的影响(PDF)
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《宁波大学学报》(教育科学版)[ISSN:1008-0627/CN:33-1214/G4]

卷:
第41卷
期数:
2019年1期
页码:
128-132
栏目:
学前教育
出版日期:
2019-01-10

文章信息/Info

Title:
. Impacts of Kindergarten Teachers and Childrens Improper Interaction on Childrens Development
文章编号:
10080627(2019)01-0128-05
作者:
许向凯陶志琼*
(宁波大学 教师教育学院,浙江 宁波 315211)
Author(s):
XU Xiang-kai TAO Zhi-qiong
(College of Teachers Education, Ningbo University, Ningbo 315211, China)
关键词:
-
Keywords:
kindergarten poor interaction between teachers and children infant development influence
分类号:
-
DOI:
-
文献标志码:
A
摘要:
幼儿园师幼“不良”互动是指发生在幼儿园一日生活各个环节中的没有使幼儿产生积极体验并对幼儿的发展起阻碍作用的行为和过程。幼儿园师幼“不良”互动具有“规则性”“一致性”“向心式”和“事务性”的特点,这些特点阻碍了对幼儿主体性人格的培养;忽略了对幼儿个性差异的尊重;
Abstract:
The improper interaction between kindergarten teachers and children refers to the behaviors and processes that fail to result in children’s positive experience and hinder young children’s development in the daily activities of kindergartens. It is characterized by regularity, consistency, centripetal and transactionality. These characterizations work together to retard the cultivation of children’s subjective personality, disrespect children’s individual differences, hurdle the development of children’s creative thinking, and neglect the needs of children’s emotional expression and experience

参考文献/References:

[1].刘晶波.师幼互动行为研究——我在幼儿园看到了什么[M].南京:南京师范大学出版社, 2006.
[2].联合国教科文组织国际教育发展委员会. 学会生存:教育世界的今天和明天[M]. 北京: 教育科学出版社, 1991: 6.
[3].刘星. 芝加哥大学与区域良性互动关系的研究[D]. 北京: 首都师范大学, 2013: 4 .
[4].王文乔. 教育机会均等视野下师幼互动研究[D].成都: 西南大学, 2008: 6.
[5].郑三元.幼儿园班级制度化生活[M].北京: 北京师范大学出版社, 2004.

备注/Memo

备注/Memo:
收稿日期:2018-07-10*通讯作者简介:陶志琼(1971-),女,四川达州人,教授/博士,主要
更新日期/Last Update: 2019-01-11