巴赫金狂欢理论对学前教育的启示  

The Enlightenment of Bakhtin’s Carnival Theory to Preschool Education

作　　者：程秀兰[1] 陆振杰 CHENG Xiu-lan;LU Zhen-jie(Faculty of Education,Shaanxi Normal University,Xi’an 710000,China)

机构地区：[1]陕西师范大学教育学部,陕西西安710000

出　　处：《陕西学前师范学院学报》2022年第6期18-24,共7页Journal of Shaanxi Xueqian Normal University

基　　金：国家社会科学基金教育学西部项目(XHA200284)。

摘　　要：巴赫金从中世纪民间狂欢节入手抽象出具有对话性、双重性和超越性的“狂欢式”生活的特征,并进一步在文学分析中提炼出“狂欢化”的概念。根据他的狂欢理论,游戏的儿童具有狂欢的品格,儿童游戏精神的缺失导源于人类狂欢精神的陨落。狂欢理论对学前教育的启示:对话性的亲昵应当是师幼关系的应然状态;狂欢的超越性为理解儿童的“反常”行为提供了新视角;狂欢主体的沉浸式参与启发了教师主体精神的回血路径;“狂欢式”生活的“生活游戏化”本质有助于我们理解“课程游戏化”和“游戏课程化”两者的包容和统一关系。Bakhtin abstracted the characteristics of carnival life with dialogue,duality and transcendence from the folk carnival in the medieval age,and further refined the concept of carnival in literature analysis.According to his carnival theory,children who play games have carnival character,and the lack of children’s game spirit leads to the fall of human carnival spirit.The enlightenment of carnival theory to preschool education are as follows:Conversational intimacy should be the natural state of teacher-child relationship;The transcendence of carnival provides us with a new perspective to understand children’s abnormal behavior;The immersing participation of carnival subject inspired the return path of teacher’s subject spirit;The nature of carnival life style helps us to understand the inclusive and unified relationship between“play-based curriculum”and“curriculum-based play”.

关 键 词：狂欢理论 狂欢式 对话 游戏精神 师幼关系 

分 类 号：G610[文化科学—学前教育学]