学前儿童森林意象感知模型与特征  

Preschool Children’s Image Perception Model and Characteristics of Forest Landscape

作　　者：王琛 罗芬 邹丽娟[3] Chen Wang;Fen Luo;Lijuan Zou(College of Forestry,Central South University of Forestry&Technology,Changsha 410004 China;College of Tourism,Central South University of Forestry&Technology,Changsha 410004 China;Poyang Kindergarten,Wanying Education Group,Changsha 410000 China)

机构地区：[1]中南林业科技大学林学院,长沙410004 [2]中南林业科技大学旅游学院,长沙410004 [3]湖南万婴教育集团鄱阳幼儿园,长沙410000

出　　处：《学前教育研究》2020年第11期29-42,共14页Studies in Early Childhood Education

基　　金：湖南省学位与研究生教育改革研究重点项目“旅游类研究生实践创新能力培养的实践与探索”(编号:2019JGZD042);湖南省教育厅科学研究课题重点项目“湖南新乡贤参与农村社区治理路径和方式研究”(编号:18A164);湖南省哲学社会科学基金项目“湖南旅游企业家精神研究”(编号:19YBA377);湖南省研究生教育创新工程和专业能力提升工程项目“湖南学前儿童森林意象感知特征与形成机制研究”(编号:X20200727)。

摘　　要：森林是陆地生态系统的主体。研究学前儿童的森林意象感知,既有助于揭示其关于森林的已有经验,又可以为儿童森林教育的开展提供有益参考。本研究以来自湖南长沙、张家界与永州三所幼儿园的180名5~6岁儿童为研究对象,以景观意象素描法为研究方法,首先从语言知识、空间维度、自我定位、社会意义等方面建构了学前儿童森林意象感知模型,然后通过收集和分析被试儿童关于森林的绘画作品及对被试儿童的结构式访谈,探索其森林意象感知特征。结果显示在语言知识方面,“天空”“草本植物”“生物”“阔叶林”的出现频率较高,表明儿童偏好森林中的自然环境要素和当地原生植被类型;在空间维度方面,“侧视图”的出现频率最高,表明儿童偏好零散分布的林木、稀疏的林分或林缘景观;在自我定位方面,“周围的地方”出现的频率最高,表明儿童能够认识到人类与森林的互动,并将人类视为森林环境的一部分;在社会意义方面,“游憩空间”“生活世界”的出现频率较高,表明儿童较关注森林为人类提供游憩、居住场所的社会价值属性。总体来看,学前儿童对森林意象的感知呈现出主观、抽象与幻想的特征,同时也表现了对森林与人和谐相处的道德关怀。学前教育工作者应从儿童森林意象感知特征出发,加强对儿童的森林教育,引导儿童真正走进森林,培养儿童热爱、尊重、保护自然的情怀。The study on preschool children’s perception of the image of forest,the main body of terrestrial ecology,is an important step in the cultivation of children’s ecological civilization concept,which is helpful for the development of forest protection and preschool forest education.180 preschool children from three kindergartens in Changsha,Zhangjiajie and Yongzhou City of Hunan Province were involved in this study.Landscape image sketching technique was used as a research methodology to construct the forest image perception model and measurement dimensions.Children’s forest image perception was analyzed from four aspects:“linguistic knowledge”“spatial dimension”“self-orientation”and“social meaning”.The high frequency of“sky”“herbaceous plants”“creatures”and“broadleaf forest”in children’s linguistic knowledge objectively means that their understanding of forest landscape focuses more on natural landscape,which to a large extent reflects the native vegetation.“Sideways view”in children’s spatial perception indicates that they prefer to scattered trees,sparse stands or forest edge landscape.“Surrounding place”in children’s self-orientation reflects that they realize the interaction between human beings and forests,and regard humans as a part of the forest environment.“Recreation space”and“lifeworld”in children’s social meaning shows that they pay more attention to the social value attribute of forest for it can provide recreation space and living environment for human beings.In a word,children’s image perception of forest shows the characteristics of subjective,abstract and fantasy,and has the moral concern of harmonious coexistence between forest and people.Based on these study results,some strategies of preschool forest education are put forward,such as strengthening the professional forest education for preschool children,guiding them to enter the forest,enriching their experiences about forest and so on.

关 键 词：森林意象 意象感知 景观意象素描法 

分 类 号：G612[文化科学—学前教育学]