| 李梦婕.谁的游戏——基于知识社会学视角的儿童游戏考察[J].陕西学前师范学院学报,2022,38(5):1-9 |
| 谁的游戏——基于知识社会学视角的儿童游戏考察 |
| Whose Play Is It—An Examination of Children’s Play Based on the Perspective of Sociology of Knowledge |
| 投稿时间：2022-03-01 修订日期：2022-04-05 |
| DOI：10. 11995/j. issn. 2095-770X. 2022. 05. 001 |
| 中文关键词: 儿童游戏 知识社会学 日常生活 |
| 英文关键词: children’s play sociology of knowledg daily life |
| 基金项目: |
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| 摘要点击次数: 687 |
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| 中文摘要: |
| 知识社会学发展到以伯格为代表的建构范式时期，将“知识”的范畴扩展到了日常生活现实，与游戏作为儿童日常活动的基本形式具有内在一致性。以其“拆解”儿童游戏生活可知：游戏作为一种日常生活事实，兼具确证性和意向性。在“游戏现实”被建构的过程中，幼儿园的制度化生活提供了意义背景，语言则作为中介推动意义建构的具体过程。儿童游戏正被建构起一种“双面”形象，较之成人规定的教育性游戏在时间与空间构成上产生“失衡”。因此，要求教育者辩证看待儿童与游戏之间的关系、游戏与教育之间的关系，并组建一种生活游戏观和生活教育观。 |
| 英文摘要: |
| The sociology of knowledge has developed into the construction paradigm represented by Berg， which extends the scope of “knowledge” to the reality of daily life and is intrinsically consistent with play as the basic form of children’s daily activities. It can be seen from its “dismantling” of children’s play life that as a fact of daily life， play has both confirmation and intentionality. In the process of constructing “play reality”， the institutionalized life of kindergarten provides the background of meaning， and language acts as an intermediary to promote the specific process of meaning construction. Children’s play is being constructed as a kind of “double-sided” image， which produces “imbalance” in temporal and spatial composition compared with educational play prescribed by adult. Therefore， educators are required to take a dialectical view of the relationship between children and play， between play and education， and to develop a view of life play and life education. |
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