学校公共生活中儿童身份的迷失与回归  

Lose and Return of Children's Identity in School Public Life

作　　者：李彦平 LI Yan-ping(School of Teacher Education,Hexi University,Zhangye 734000,China)

机构地区：[1]河西学院教师教育学院,甘肃张掖734000

出　　处：《陕西学前师范学院学报》2023年第4期103-109,共7页Journal of Shaanxi Xueqian Normal University

基　　金：河西学院教学研究项目(HXXYJY-2021-61);河西学院青年教师科研基金项目(QN2020022)。

摘　　要：儿童身份是对儿童亦或童年的一种属性的界定,更是对儿童教育界限的一种表达。儿童身份和儿童教育之间以一种内在的逻辑关系确立了儿童教育的样态与价值。学校作为儿童活动的公共场域,表现出了儿童生活的“公共性”和儿童教育的“向善性”两大核心特征。学校公共生活中由于身份差距的悬殊,儿童“妥协”成为常态化问题,儿童身份式微,具体表现为儿童身体的缺失、儿童话语的缄默和儿童意识的迷失。舒缓儿童天性与公共理性、儿童意识与公共权威、儿童经验与公共知识之间的巨大张力并建立一种平衡,是实现学校公共生活中儿童身份从“占有”到“存在”这一超越的关键。The identity of children is the definition of an attribute of children or childhood,and an expression of the boundaries of children's education.There is an inherent logical relationship between children,s identity and children,s education,which establishes the pattern and value of children's education.As a public field fior children's activities,school shows two core features:the“publicity”of children,s life and the“goodness”of children's education.Due to the disparity of identity gap in school public life,children's“compromise”has become a normal problem and children's identity has declined,which is specifically manifested as the absence of children's body,the silence of children's discourse and the loss of children's consciousness.Relieving the tension and establishing a balance between children's nature and public reason,children,s consciousness and public authority,children's experience and public knowledge,is the key to realize the transcendence of children's identity from“possession”to“existence”in school public life.

关 键 词：公共生活 公共知识 儿童教育 儿童意识 

分 类 号：G610[文化科学—学前教育学]