“潜隐剧本”的诞生:幼儿阐释性再构班级规则的民族志探究  

The Birth of“Hidden Transcript”:Ethnography Research on Children's Interpretive Reproduction Class Rules

作　　者：高钰霞 王海英[1] GAO Yuxia;WANG Haiying(School of Education Science,Nanjing Normal University,Nanjing 210097 China)

机构地区：[1]南京师范大学教育科学学院,南京210097

出　　处：《学前教育研究》2024年第1期38-51,共14页Studies in Early Childhood Education

基　　金：国家社会科学基金一般课题“我国‘新乡土幼教体系’的构建与实践研究”(22BSH080)。

摘　　要：幼儿作为班级规则形成的重要主体,并不只是简单地遵守或者抗拒规则,而是对班级规则进行阐释性再构。本研究基于民族志田野作业探究幼儿自发构建班级规则的过程,发现幼儿通过延长活动的持续时间、扩展活动的空间边界、重新定义活动的内容,形成一套新的一日生活流程表,从而实现对班级规则的阐释性再构。其中,幼儿的内在需要是驱动幼儿阐释性再构班级规则的动力,教师的选择性实施班级规则客观上产生了催化剂的效果,幼儿与之互动的班级规则及其属性也悄然起着推动作用。而对由此衍生出的幼儿言行不一、教师时紧时松、规则“似变非变”三个悖论性现象的关注,有助于我们更好地理解儿童、理解规则、理解教育。Based on the ethnography field work,the study found that children formed a new set of daily life law by extending the duration of activities,expanding the space boundary of activities,and redefining the content of activities,which realized the interpretive reconstruction of class rules.Among them,the intrinsic needs of young children are the driving force behind their interpretive reconstruction of class rules.The selective implementation of class rules by teachers objectively has a catalytic effect,and the class rules and their attributes that children interact with also quietly play a driving role.The attention to the three paradoxical phenomena of children's inconsistent words and actions,teachers'management sometimes strict and sometimes tolerant,and rules'seeming to change but not changing that arise from this helps us understand children,rules,and education better.

关 键 词：阐释性再构 幼儿 班级规则 新童年社会学 

分 类 号：G610[文化科学—学前教育学]