隐匿的身份与关系--场馆中亲子行为的教育考察

The Hidden Identities and Relationships:A Pedagogic Investigation on Parentage Behaviors in Museums

研究扎根一座历史博物馆,采用观察和访谈收集亲子行为的数据,进行描述性分析,旨在揭示亲子身份与关系的教育意义。调查选择37组观察对象、34组访谈对象以及22组交叉分析对象,从动机、行为方式、亲子互动和效果评价四个方面勾勒亲子行为现状,同时基于自我定位、现场观察和理论深描对亲子身份与关系进行深度剖析,概括出亲子身份与关系未确立教育立场、未遵循教育逻辑和未达成教育共识三点问题,进而从布展环境、家庭教育观和亲子行为三个方面提出相应的建设性意见。

Taking a history museum as the investigation field, this study collects data on parent-child behavior for descriptive analysis, aiming to reveal the educational significance of parent-child identity and relationship by observation and interview. 37 groups of observation subjects, 34 groups of interview subjects and 22 groups of cross-analysis subjects are selected to outline the status quo of parent-child behavior from four aspects of motivation, behavior mode, parent-child interaction and effect evaluation. Meanwhile, the parent-child identity and relationship are deeply analyzed based on self-positioning, on-site observation and theoretical description. This paper summarizes three problems of parent-child identity and relationship: failing to establish educational standpoint, failing to follow educational logic and failing to reach educational consensus. Then, it puts forward corresponding constructive suggestions from three aspects: exhibition environment, family education view and parent-child behavior.