| 曹雁飞，刘江娜，邹明君.情感理论视域下学前教育的政策空间架构[J].陕西学前师范学院学报,2021,37(12):105-111 |
| 情感理论视域下学前教育的政策空间架构 |
| A Study on the Construction of Preschool Educational Policy Space from the Perspective of Affective Theory |
| 投稿时间：2021-10-09 修订日期：2021-10-14 |
| DOI：doi：10. 11995/j. issn. 2095-770X. 2021. 12. 015 |
| 中文关键词: 学前教育 主体性 情感空间 |
| 英文关键词: preschool education subjectivity emotional space |
| 基金项目:教育部人文社会科学研究青年基金项目（20YJC880001）；浙江省教育厅一般科研项目（Y201943050） |
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| 中文摘要: |
| 学前教育政策具有科学理性和情感关怀双向价值，情感空间意味着在政策制定、贯行中突破单一向度的理性崇拜，重新思考政策生产路径中“人”的价值，对政策与人发展之间的关系进行深层剖析。学前教育政策的情感空间主要围绕三个层面来架构：第一，理性和情感的互证为空间之基；第二，主体性的回归为空间之核；第三，他者的入场为空间之限。由此，学前教育政策基于“情”与“理”的平衡，承认学前教育场域中人、事、境等一切存在的价值性和可能性，寻求教育中人的主体性的实现。 |
| 英文摘要: |
| Preschool education policy has the two-way value of scientific rationality and emotional care. Emotional space means that the rational worship of single dimension is broken through in policy making and implementation， the value of “human” in policy production path is reconsidered， and the relationship between policy and human development is deeply analyzed. The emotional space of preschool education policy is mainly constructed at three levels: First， the mutual identification of rationality and emotion is the basis of the space; Second， the return of subjectivity is the core of space; Third， the admission of the “other” is the range of space. Therefore， based on the balance of “emotion” and “rationality”， preschool education recognizes the value and possibility of all the existence of human， events and environment in the field of preschool education， and seeks to obtain the subjectivity of people in education. |
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