异化与回归:幼儿园安全教育的个案研究

保障儿童安全是学前教育工作的重中之重。落实儿童安全教育工作是保障儿童健康成长的重要举措。以“教师对幼儿园安全教育的认识及安全教育开展的效果”为研究方向,采用个案研究法,对5名幼儿园教师进行了半结构式深度访谈,探究了幼儿园安全教育异化的情况,发现在安全教育实施中存在以下现象:教师对安全教育重要性的认识源于制度性规约;认为儿童发展具有局限性,故教师理应包办一切;安全教育方法主要采用重复练习;教师在教育过程中重视儿童参与体验,忽视了对儿童的观察与思考;教师过度依赖外部支持,忽略自身能动性;在多重压力下,教师采取压缩儿童户外活动和集体活动时间的方式,减少安全事故的发生。基于此,落实安全教育应从以下路径着手:丰富理论,摆脱行为主义教育观一边倒的“实践路径”;明确目标,修正“为体验而体验”的错误方法论;更新观念,纠正“客观性约束”下教师理应保护儿童的认知;赋予权力,转变安全教育重要性源于“制度性规约”的认识;健全法制,改变教师被动开展安全教育的现状。在观念与实践回归中,发挥科学教育观的指导作用,重视过程与结果,借助法律支持,不断优化内部管理措施,最终实现安全教育目标。

Alienation and Regression:A Case Study of Safety Education in the Kindergarten

Students safety is the top priority in preschool education,and safety education is an important strategy to ensure the health of children.With the aim to explore the teachers understanding of safety education in the kindergarten and the effect of safety education development,a case study was carried out with semi-structured in-depth interviews of five kindergarten teachers to explore the alienation of kindergarten safety education.The study has the following findings about the implementation of safety education in the kindergarten.Teachers understanding of the importance of safety education stems from institutional regulations.Teachers are expected to take care of everything because of the limitations of children s development.The method of safety education is generally repetitive operations.In the education process the emphasis is put on participation in experience while children s observation and thinking are overlooked.Teachers have an over-reliance on external support,but ignore their own initiative.Under multiple pressures,teachers reduce children s time for outdoor activities and group activities.Therefore,to better implement safety education,the following measures should be made.The first is to renew the concept,change the one-sided“practical path”of the behaviorist education concept.The second is to clarify the goal and adjust the wrong methodological positioning of“experience for experience”.The third is to lead the concept and correct the misconception of“objective constraints”that teachers bear the full responsibility of protecting children s safety.The fourth is empowerment,which means to correct the necessity of safety education stems from the recognition of“institutional regulations”.The fourth is to improve the legal system and the situation of“mutual prevarication”.In the return of cognition and practice,we will give full play to the guidance of scientific concept,and realize the goal of safety education with equal emphasis on process and results,legal support and internal optimization.