教师的游戏观与儿童的自由——城乡学前教育比较中获得的启示

On Teacher’s View of Play and Children’s Freedom:Inspirations from Comparison between Preschool Education in Urban and Rural Areas

本研究采用以录像为媒介的集体访谈和多重话语分析的教育人类学研究方法,探讨了中国城乡幼教工作者对游戏,特别是对幼儿园中儿童自由游戏的不同看法。研究归纳出三种看似不同但实则存在内在关联和相互转化可能的游戏观。(1)儿童自由游戏只是幼儿园中游戏的一种,游戏化的教学活动也可以被称为游戏。(2)儿童自由游戏是真正的游戏,教学活动游戏化(或游戏活动教学化)固然有其合理性,但与游戏有质的区别。(3)高水平的自由游戏是儿童游戏的最高境界,"会玩"的儿童才能在游戏中享受到真正的自由。教师的游戏观影响了儿童对游戏、自由的体验。

Adopting the method of video-assisted group interview and educational ethnographic multi discourse analysis,the study examines Chinese rural and urban preschool teachers’ concept of play,especially children’s free play at kindergarten. Three seemingly different but actually related and interchangeable views are recognized:1)children’s free play is merely a type of play and teaching through play is also a type of play;2)free play is real play while teaching through play,although reasonable, is different from real play in nature;3)high-level play is the climax of play bourn and children who can play enjoy real freedom in play.Teacher’s view of play influences children’s experience of play and freedom.