儿童教育戏剧的可能性:概念、实践、理念

The Possibility of Children's Educational Drama:Definition,Practice and Concept

构建儿童教育戏剧学离不开借鉴教育戏剧学、儿童戏剧学的学理资源。教育戏剧理论为儿童教育戏剧的独立奠定了基础,但过去的教育戏剧实践往往把"人"当作无差别的具有理性认知能力的抽象存在,不具有儿童本位主义的观念。作为欧美另一种戏剧运动的反响,教育戏剧学的实践理论对儿童教育戏剧实践具有启迪作用。儿童戏剧学根据儿童的年龄阶段细分戏剧门类,以及探讨成人与儿童的互动关系,对规范儿童教育戏剧的实践有着重要的意义。儿童教育戏剧的理念是:儿童与成人是平等的协作关系,成人有限地介入儿童戏剧游戏,让儿童在卢梭的游戏理念中自然成长。

To explore the possibility of children＇s educational theater becoming an independent discipline, we need to exploit critically the resources of educational drama and children＇s theater. Theories of educational theater lay the ground for the in- dependence of children＇s educational theater, but past practice in educational theater treated man as an undifferentiated ab- stract entity with rational cognition and therefore was not children-orientated. As a response to a novel dramatic movement in Europe and America, theories on the practice of educational theater are a revelation to children＇s educational theater practice in which the dramas are categorized to suit children of various ages and explore the interaction between children and adults. This is of vital importance to formalizing children＇s educational theater. The underlying concept is that children and adults are equal partners, that adults only play a limited role in this game of children＇s theater and that children are allowed to grow up while playing, an idea initiated by Rousseau.