非连续性视域下流动境遇儿童的发展教育  

Developmental Education for Children in Migrant Situations from the Perspective of Discontinuity

作　　者：肖庆华 刘珊珊 Xiao Qinghua;Liu Shanshan(Hangzhou Normal University,Hangzhou 311121)

机构地区：[1]杭州师范大学经亨颐教育学院,杭州311121

出　　处：《当代教育论坛》2024年第3期25-33,共9页forum on contemporary education

基　　金：国家社会科学基金一般项目“乡村教师专业成长内卷化研究”(编号:19BSH050)的阶段性研究成果。

摘　　要：教育与个体发展历程是连续性与非连续性的整合统一体。流动境遇本质上是儿童个体“存在”与实现“去存在”的重要发展契机,对流动儿童的研究视角需要从忽视“中断性遭遇”的连续性取向转换为珍视“危机与转折”的非连续性教育取向。从个体存在的关系视域出发,儿童在流动境遇中体验了与空间关系的安全感危机、与他者关系的信任感危机、与身份标签关系的认同危机、与内在心境关系的消沉危机,这些危机既是中断儿童连续性发展的“终点”,亦是非连续性教育的重要“起点”。基于博尔诺夫非连续性教育理论探讨流动境遇儿童的教育路径,旨在帮助儿童在澄清人与空间关系、构筑关心共同体、唤醒个体意识自觉与号召积极遭遇中实现更好发展。The course of education and individual development is the integration of continuity and discontinuity.The mobility situation is essentially an important development opportunity for children's individual"being"and realization of"to-being".The perspective of research on migrant children needs to be changed from the continuity orientation of ignoring"interrupted encounter"to the non-continuity orientation of valuing"crisis and transition".From the perspective of the relationship of individual existence,children personally experience the security crisis in the relationship with space,the trust crisis in the relationship with others,the identity crisis in the relationship with identity labels,and the depression crisis in the relationship with inner mood.These crises are not only the"end"of interrupting the continuous development of children,but also the important"starting point"of non-continuous education.Based on Bollnow's discontinuous education theory,the study of the education path for children in mobile situations aims to help children achieve better development in clarifying the relationship between people and space,building caring community,awakening individual consciousness and calling for positive encounters.

关 键 词：流动儿童 非连续性教育视角转向 存在关系 危机 关心共同体 

分 类 号：G521[文化科学—教育学]