游戏:想象与规则发展的场域——维果茨基的游戏观透视  

Play:A Developmental Field of Imagination and Rule——on Vygotsky's Idea of Play

作　　者：席海燕[1] 

机构地区：[1]南京师范大学教育科学学院,南京210097

出　　处：《学前教育研究》2015年第4期9-14,共6页Studies in Early Childhood Education

基　　金：国家社会科学基金教育学一般项目"我国幼儿园社会领域教育现状与革新研究"(编号:BHA110048)

摘　　要：维果茨基认为游戏的核心要素是想象和规则。想象将儿童的视觉世界转化为意义世界;规则能促进儿童自我规范的发展与道德的萌芽。游戏是介于婴幼儿时期所具有的一种全然情境限制与成人思考之间的过渡性阶段。游戏使儿童的发展定向于未来,是儿童规范自身又解放自身的辩证工具,是儿童成长为"人"的必经路途。想象与规则在发展初期相互依赖,共同在游戏中"安家",但在发展后期,想象和规则与游戏"分家",在个体和人类社会的发展历程中"另立门户"。经过儿童期,游戏看似解体了,但仍然在两条主线中得到了表达。想象发展成了文化创造的基础,规则成为调控文明的"杠杆"。According to Vygotsky, the core elements of play are imagination and rule. Imagination turns children＇s visual world into meaning world. Rule promotes children＇s self-regulation and moral development. Play is a dialectic tool that gives children strength to control and liberate themselves. What＇s more, play is a necessary way to let child become a human being. In initial stage, imagination and rule live in play together. However, in the later period, they separate from play, and become the independent backbone in human＇s civilization. After chilAhood, play seems to disintegrate, but it also expresses itself in two key features. Imagination becomes the foundation of cultural creation, and rule develops into the master of civilization.

关 键 词：游戏 想象 规则 维果茨基 

分 类 号：G613.7[文化科学—学前教育学]