教育生活中游戏促进学生自主的机制及价值——基于复杂性理论的探索

Mechanism and Value of Promoting Students' Autonomy by Playing Games in the Educational Life——From the Perspective of Complexity Theory

以复杂性理论为视角,游戏可被视为一种自组织,其本质特征在于对烙印于游戏中的文化规定性进行重组与超越,并产生新的文化要素,当游戏者与新的文化要素建立起意义联系时,便进入自主状态。游戏自组织运行程度越高,越有益于促进游戏者自主。在学校中,教师的介入削弱了游戏自组织运行的程度。根据教师参与游戏的程度,教育生活中的游戏可分为教师缺席的游戏、教师消极在场的游戏和教师积极在场的游戏,这三种游戏对促进学生自主的价值依次降低。要最大限度地发挥游戏促进学生自主的价值,就应争取独立的游戏时空,并正确把握教师在游戏中的角色。

In complexity theory, play can be seen as a self-organization and its essential characteristic lies in restructuring and transcending the cultural norms rooted in the games and then generating new cultural elements. When the player establishes relations with the new cultural elements, he or she will enter into the autonomous state. Moreover, the higher degree of self-organization of game-playing means more autonomy of the player. In schools, the intervention of teachers weakens the degree of games＇ self-organizing operation. In accordance with the degree to which teachers are involved in the play, games in the educational life can be divided into three types： those where teachers are absent, those where teachers are negatively present and those where teachers are actively present. And among the three kinds of games, the value to promote students autonomy gradually reduces. Therefore, in order to maximize the value of games to the promotion of students＇ autonomy, it is necessary to fight for the independent time and space for the play and correctly understand the teachers＇ role in the play.