怒族聚居区学前儿童低入园率的归因分析——基于“文化—生态理论”的本土案例阐释  

On the Causes for the Low Kindergarten Enrollment Rate of Preschool Children in the Residential Areas of Nu Nationality Based on Culturale-cological Theory

作　　者：李姗泽[1] 孙亚娟[1,2] 

机构地区：[1]西南大学教育学部,重庆400715 [2]云南大理大学教育科学学院,大理671003

出　　处：《学前教育研究》2016年第9期3-13,共11页Studies in Early Childhood Education

基　　金：全国教育科学"十一五"规划教育部重点课题"西南民间文化教育资源的开发研究"(批准号:DHA100251)

摘　　要：近年来,政府虽投入大量资金扶持人口较少民族学前教育的发展,但结果不尽如人意。如怒族幼儿的入园率仅2%左右,远远低于预期水平。在传统经济因素对怒族幼儿低入园率解释乏力的情况下,本研究首先依据"文化—生态理论"重新建构了"低入园率问题"的分析框架,将之置于怒族社会文化情景中进行检视,检视的对象包括怒族聚居区传统教育文化中的给予者和接受者,以及各种教育因子的生态关系。然后,对怒族聚居区进行了两个多月的人类学考察,结果发现导致怒族聚居区学前儿童低入园率的主要原因有三个:一是较低的社会发育程度致使怒族群众对学前教育的需求不强;二是内生的儿童教育生态相对完整与稳定,外植的现代幼儿园教育很难与之共生;三是现代幼儿园教育的时空与怒族本土时空意识的疏离,特别是当地幼儿园空间设计的"抽象化"与"离土化"更是降低了怒族幼儿与家长对"现代"幼儿园的认同。可以说,政府盖好的现代幼儿园没能很好地融入怒族传统教育生态系统之中,没能在促进怒族幼儿整体发展和入学准备方面发挥应有之功能。政策制定和实施者应依据"文化—生态理论"从整体性和内源性发展两方面重新思考怒族地区学前教育问题:一方面应深入研究怒族原生教育生态系统,建构整合性的学前教育发展方案;另一方面应激发怒族地区学前教育的内源性发展动力,实现当地学前教育的自主发展与可持续发展。It is found out through field trips that the rate of kindergarten enrollment of preschool children is much lower than the expectation in the residential areas of Nu nationality, and the ＂modern＂ kindergartens built up by the government have been stuck in a ＂dilemma＂ of function failure due to approximately 2% kindergarten enrollment. As the traditional economic factors become incapable of interpreting the low rate of kindergarten enrollment among children in Nu nationality, an analysis framework of studying the ＂low enrollment rate＂ has been formed based on the value and methodology of ＂cultural-ecological theory＂, and the ＂childrearing cultural and ecological pattern＂. By virtue of over two months of field trips, the researchers acquired a great deal of first-hand document regarding the ecological culture, childrearing customs, religious education, kindergarten education and child development in the residential areas of Nu nationality. It is found that the main causes for preschool children＇s low enrollment rate in the residential areas of Nu nationality include three aspects. Firstly, the relatively low degree of social development leads to the Nu people＇s weak demand for preschool education. Secondly, the endogenous children education is ecologically complete and stable, and it is quite difficult for the exogenous modern kindergarten education to realize coexistence with it. Thirdly, the modern kindergarten education is alienated from the local time- space consciousness of Nu nationality, especially the ＂abstraction＂ and ＂estrangement＂ in t~ special de- sign of local kindergartens, which even lowers infants and their parents＇ sense of identity in front of ＂modern＂ kindergartens in Nu nationality. Policy-makers and executors can abide by the ＂cultural-ecological theory＂, and reflect on the development of preschool education in Nu nationality from its integrity and endogenous development. On the one hand, the native education ecological system of Nu nationality should be

关 键 词：文化-生态理论 低入园率 传统儿童养育 怒族社会 

分 类 号：G619.2[文化科学—学前教育学]