儿童的“后台生活”:基于两所幼儿园的民族志调查  

Children's “Back Regions Life”:Based on Ethnographic Research of Two Kindergartens

作　　者：林兰[1] Lin Lan(College of Teacher Education, Ningbo University, Ningbo 315211)

机构地区：[1]宁波大学教师教育学院,宁波315211

出　　处：《学前教育研究》2017年第5期10-22,共13页Studies in Early Childhood Education

基　　金：全国教育科学研究规划项目;教育部青年专项课题"儿童的发现":中国现代新儿童观的溯源(项目编号:EOA130442)

摘　　要：儿童的"后台生活"是幼儿园一日生活中以儿童为主体开展的各种隐蔽活动,是儿童在成人相对忽视的时空下通过同伴交往积极开展的各种活动。这些活动充分体现了儿童的自主性和创造性。本研究运用民族志的研究方法,通过积极的角色塑造,以"局内人"的身份深入儿童群体收集田野资料,深描儿童的"后台生活"世界,结果发现儿童"自我"的成长是其"后台生活"生成的起点;"玩"是儿童"后台生活"生成的根本动力;同伴交往是儿童"后台生活"生成的土壤。儿童"后台生活"的存在颠覆了传统"童年研究"对儿童形象的预设,儿童不再是等待被社会改造和教化的对象,而是积极参与文化创造与社会改造的行动者。Children＇s ＂back regions life＂ is described as children＇s underground life. It means different covert activities actualized by children themselves in the kindergarten. Under the space and time neglected by adult, children＇s ＂back regions life＂ is full of activities undertaken positively among the peers through communication. These activities reflect children＇s autonomy and creativity. This study used the ethnographic research method to collect the field materials and describe the ＂back regions life＂ deeply. After coding and organizing the field materials, the researcher built the framework of the research from two dimensions： one was space-time, the other content. It was found the growth of children＇s self was the beginning of the ＂back regions life＂; ＂play＂ was the main power trigging the ＂back regions life＂; the communication among children was the soil of the ＂back regions life＂. The existence of such life breaks the designed image of children in the traditional research of childhood. Children are no longer the passive ones waiting to be remolded and taught. They positively participate in the activities of social transformation and cultural creation.

关 键 词：“后台生活” 儿童生活 民族志研究 

分 类 号：G612[文化科学—学前教育学]