场馆境脉中亲子教育的话语分析——扎根X博物馆的质性考察

Discourse Analysis on the Parent-Child Learning Interactions in the Museum Context:A Qualitative Study Conducted in X Museum

研究扎根X博物馆,采用质性研究方法对亲子教育进行话语分析,旨在揭示场馆境脉中亲子话语的发生过程与教育意义。研究发现博物馆亲子表达方式分为缄默型、独白型和商谈型,表达内容包括知觉型、阐释型、审美和情感型以及管理型,而且不同方式和内容所表现出的效果也具有较大差异。另外,通过深描话语教育结构,研究揭示了话语在教育理解上的价值困惑、教育行动上的表达失范和教育环境中的支持乏力。在此基础上,基于亲子和场馆立场提出两点建议:第一,树立现代化家庭教育观,深化场馆教育理解,增加话语表达的教育意涵及其价值的丰富性;第二,明确教育身份和职能,创设家庭友好型教育空间,引导亲子开展具有教育意义的深度交流。

The study takes X Museum as the grounded field and uses observation and interview to carry out discourse analysis on parent-child learning interactions in the museum context with the aim to reveal the occurrence procedures and educational meanings of such interactions. The study reveals that the expression forms of the parent-child learning interactions in museum include silence, monologue, and discussion and that the learning styles include perceptive, interpretative, aesthetic and emotional, and management;these different expression forms and learning styles have yielded different learning results. Through the thick description of the parent-child interactions, the study uncovers the existing issues: the value confusion towards learning, the unprofessional language and actions, and the insufficient support from the museum. The study puts forward two suggestions of solution. For the families, a modern conception of learning should be established, a better understanding of museum learning should be held, and more efforts should be put to improve the learning interactions. For the museums, they should have a clear idea of their role in child learning and try to provide more family friendly learning space to encourage more meaningful parent-child learning experiences.