儿童研究与教师专业发展：过去、现在与未来

Child Studies and Teachers? Professional Development： Past，Present and Future

盛行于１９世纪末２０世纪初、后又在２０世纪六七十年代得以复兴的儿童研究运动，重新建构了教师专业本身，不仅要求师范生的培养体系中必须包含儿童学的系列课程，而且要求在职教师也必须通过儿童研究的临床活动，生产并积聚关于儿童的实践性知识来提升自己的专业素养，改善儿童的校园生活品质。通过对儿童研究运动前后期的回顾和比较，发现教师在做儿童研究时，必须遵循以儿童的全方位个性化发展为核心、主动积累关于儿童的实践性知识、注重并发挥儿童的内在力量等原则；同时，借助“拓展性临床访谈”和“描述性评论”等策略，利用问卷调查、直接观察法、作品分析等方法，教师将更便于从事课堂内外的儿童研究。而日本和美国在儿童学建设方面的经验，则可协助我国进一步完善教师教育的培养机制，使未来教师更能胜任针对儿童的教育事业。

Emerging in the late 19th century and early 20th century， and reviving in the 1960s and 70s， the Child-study Movement has reconstructed the profession of school teacher， requiring not only the education of pre-service teachers to include the series ofpaidological curricular，but also the in-service teachers to develop professionally and improve the life quality of school children through the clinical activities of child studies and the production of practical knowledge about children. After the review and comparison of the early and late stage of Child-study Movement，we found that when doing child studies，teachers had to follow the principles of centralizing children?s all-round personalized growth， actively accumulating the practical knowledge about children and respecting children?s inner strengths. In addition，by adopting the strategies of “descriptive review”，and using the methods such as questionnaire survey，direct observation and documents analysis，teachers can be more prepared to conduct child research in and out of their classrooms. The experience of Japan and the United States on the construction of paidology could also help us further improve the system of teacher education，and thereby make our future teachers more ready for the child education.