幼兒主導和成人說教在幼兒教育實踐中的合理定位－符號理論的視角

梳理美國、英國、澳大利亞、新加坡等國家學前課程綱要和多國學前項目研究資料發現，強調遊戲應促進幼兒學術層面學習和入學準備已成為近年來全球學前教育廣泛關注的議題，而自由遊戲受到質疑。由此，引發幼兒教育實踐在「放任幼兒自主」還是「強化成人說教」兩個極端搖擺不定。不同國家倡導的「引導／指導遊戲」等做法在調節兩個極端傾向之間發揮了平衡作用，但同時「幼兒自主」和「成人說教」卻被看作對立而遭到否定。本文採用文獻剖析和理論探究方法，從「符號表徵」和「文化工具」或「象徵符號」傳承的視角，分析幼兒教育實踐中的一些典型案例後發現：當孩子們主導的遊戲活動在低水準狀態徘徊時，成人兼備說教、引導和指導的多重角色；當孩子們的感知經驗需要詮釋和當孩子們學習學術性知識時，成人說教的地位突顯。因此，用符號理論視角分析兩種極端傾向得出不同解釋：「幼兒自主」和「成人說教」彼此相容、相得益彰。

關鍵字

符號理論；幼兒自主；成人說教

並列摘要

This article reviewed early childhood curriculum guidelines from the U.S., England, Australia, Singapore, and other countries, as well as research findings of worldwide childhood education projects. Obviously, a focus of global concern in recent years has been the emphasis that play should promote children's academic learning and school preparation. Free play, however, has also been under attack. The early childhood education practice swung between the two extremes of ＂giving children more free play-autonomy＂ or ＂enhancing adult's role-didactic instruction.＂ The ＂guided/directed play＂ advocated by different countries has helped balance the tendencies of the two extremes. Still, at the same time, ＂child autonomy＂ and ＂adult-didactic instruction＂ are considered as opposing and undesirable. This article used an in-depth analysis of the literature on the related theories. From the perspectives derived from ＂symbolic representation,＂＂cultural tool,＂ or ＂symbols,＂ the article analyzed some typical practices in preschool education, suggesting that when the children-led play takes place at a low level, teachers play multiple roles, including giving didactic instruction and guidance. Adult-didactic instruction becomes prominent when children's perceptual experience has to be interpreted meaningfully or when they are learning academic knowledge. Therefore, there are different explanations from symbolic theory for the two extremes. ＂Child autonomy＂ and ＂adult-didactic instruction＂ are compatible and complement each other.

並列關鍵字

symbolic theory ； child autonomy ； adult-didactic instruction

參考文獻

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