关系的流动:儿童游戏空间生成过程的田野考察  

Flow of Relationship:Field Investigation on the Process of Children’s Play Space Generation

作　　者：刘月倩 李姗泽[1] LIU Yueqian;LI Shanze(Faculty of Education,Southwest University,Chongqing400715China)

机构地区：[1]西南大学教育学部,重庆400715

出　　处：《学前教育研究》2025年第1期69-81,共13页Studies in Early Childhood Education

基　　金：重庆市社会科学规划项目“新时代乡村幼儿教师质量提升的精准服务体系建构研究”(编号:2021NDYB113)。

摘　　要：游戏空间是游戏者主动与周围世界建立联结并开展持续的行动而涌现出来的动态关系网络系统。通过对两所幼儿园开展田野考察探究儿童游戏空间的生成过程,发现儿童游戏空间是由儿童与游戏情境的交互作用产生的,空间的生成过程便是关系的流动过程,亦是儿童有意义学习的发生过程。其中,儿童作为具有主体能动性的行动者经由主动与他人建立交往关系,与符号建立意义关系,与事物建立经验关系,在时间的自然流淌下持续开展行动使各类关系涌现出一定的结构,而这一关系结构可以反哺儿童生命,助力儿童建立友谊、内化规范和深化经验。对这一过程的揭示有助于成人厘清幼儿园、教师对儿童游戏空间生成的作用及限度,并据此调整观念和行为,为儿童游戏提供更为精准的支持。Play space is a dynamic relationship network system formed by player actively connecting with the surrounding world and carrying out continuous actions.Through field investigation in two kindergartens,we explored the process of children’s play space generation,and found that the children’s play space is generated by the interaction between children and play situations,and the generation of space is the flow process of relationship and the process of children’s meaningful learning.Among them,children,as agents with subjective initiative,establish communication relations with others,meaningful relations with symbols,and experiential relations with things,and carry out continuous actions under the natural flow of time to make various relationships emerge a certain structure,this relationship structure can feed children’s life,help children establish friendship,internalize norms,and deepen experience.Revealing this process can help adult clarify the role and limits of kindergarten and teachers in the generation of children’s play space,and adjust ideas and behaviors accordingly to provide more accurate support for children’s play space generation.

关 键 词：游戏空间 空间生成 儿童学习 有意义学习 

分 类 号：G62[文化科学—教育学]