人文科学视野中的“儿童问题行为”及其实践意蕴

“儿童问题行为”是教育理论和实践中较为常用见的概念。在理论研究和教育实践中，“问题行为”通常是在规范的意义上来使用的，意指一种教育者立场上的“有问题的行为”，但站在儿童的立场来看它也是儿童解决自己所遇问题的尝试，是“解决问题的行为”。人文科学视野中的“儿童问题行为”意味着，首要的不是去矫正在教育者看来有问题的行为，而是确立或理解儿童所面临的问题所在,以便为儿童提供所需要的帮助。为此，有必要重构教育日常话语中的“儿童问题行为”之观念，在理解儿童问题行为之意义时实现主体置换，从自然态度转向反思性理解，从问题行为的因果关系转向问题行为的意义关系，从意义的客观诠释转向行为主体的意义赋予。
Children’s problem behavior is a common concept in educational theory and practice. In boththeory and practice, the concept of problem behavior is usually used in a normative sense, meaning“ problematicbehavior” from the perspective of educators. But from children’s point of view, it is also“ the behavior ofsolving problems”, i.e. their attempt to solve the problems they encounter. Children’s problem behavior, ifviewed from the perspective of the humanities, means that the important thing is not to rectify the behaviors thatare problematic in the eyes of educators, but to identify or understand the problems faced by children and on thisbasis to provide them with the help they need. Therefore, it is necessary to reconstruct the concept of children’sproblem behavior in the daily discourse of education, to realize the replacement of the subject in understandingthe meaning of children’s problem behavior, and in particular to change from taking an intuition-based attitudeto developing a reflective understanding of their behavior; from focusing on the causes for their problembehavior to understanding the meaning of their behavior; from the objective interpretation of the meaning oftheir behavior to helping make their behavior meaningful