本文關(guān)鍵詞：以身體社會(huì)學(xué)的視角審視幼兒園教育時(shí)空中的身體規(guī)訓(xùn)　出處：《浙江師范大學(xué)》2014年碩士論文　論文類型：學(xué)位論文

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【摘要】：身體是幼兒教育實(shí)踐與建構(gòu)的重要連結(jié),處于一個(gè)舉足輕重的地位,然而教育研究中卻沒有給它相應(yīng)的地位,身體一直處于“隱身”狀態(tài),對(duì)幼兒身體社會(huì)學(xué)的研究更是少之又少。本研究正是以身體社會(huì)學(xué)為理論,對(duì)幼兒在園生活狀況的研究填補(bǔ)相關(guān)視角的空白。本文基于身體社會(huì)學(xué)理論的視角,對(duì)幼兒園教育時(shí)空中教師對(duì)幼兒身體規(guī)訓(xùn)進(jìn)行深入的分析,在闡明教師“對(duì)身體做了什么”的同時(shí),進(jìn)一步關(guān)注幼兒“身體的對(duì)應(yīng)策略是什么”,推動(dòng)學(xué)前教育界對(duì)身體社會(huì)學(xué)理論認(rèn)識(shí)的同時(shí),豐富學(xué)前兒童社會(huì)性發(fā)展的理論研究。此外,本研究還關(guān)注幼兒在教育時(shí)空中的感受性與體驗(yàn)性,使人們重視幼兒身體、理解幼兒身體、反思幼兒身體,真正使幼兒獲得自由,促進(jìn)幼兒在園快樂、健康的成長(zhǎng)。 本研究主要采用非參與式的觀察方法對(duì)杭州市西湖區(qū)某幼兒園進(jìn)行了每周兩個(gè)半天,持續(xù)八個(gè)月的現(xiàn)場(chǎng)實(shí)地觀察,共收集到相關(guān)案例347個(gè)。同時(shí),選取了小、中、大班12名教師,45名幼兒進(jìn)行非結(jié)構(gòu)訪談。呈現(xiàn)出如下研究結(jié)果： 1.在教育時(shí)間方面,教師運(yùn)用計(jì)劃時(shí)間和執(zhí)行時(shí)間中的權(quán)力“高位”,以及無間隙的時(shí)間對(duì)幼兒進(jìn)行身體規(guī)訓(xùn)。 2.在教育空間方面,教師利用封閉的空間單元,即空間區(qū)隔和等級(jí)化空間,同時(shí)。通過控制“前臺(tái)”和壓縮“后臺(tái)”來達(dá)到規(guī)訓(xùn)幼兒身體的目的。 3.在身體的對(duì)應(yīng)策略方面,幼兒對(duì)待教師的身體規(guī)訓(xùn),主要有兩大策略：支持型和抗拒型。支持型幼兒的身體服從有兩類形式,即主動(dòng)性迎合和替代性強(qiáng)化,抗拒型幼兒的身體抗拒也有兩類形式,即言語(yǔ)和行為上的公然抗拒和“走神”、做“小動(dòng)作”的迂回抗拒。 4.在身體的懲罰性體驗(yàn)方面,幼兒對(duì)教師的懲罰主要感受到三大體驗(yàn)：羞恥、無奈和惱怒。 在研究中發(fā)現(xiàn),幼兒教師通過教育時(shí)空這兩個(gè)維度對(duì)幼兒的身體進(jìn)行監(jiān)控與規(guī)訓(xùn),很多情況下并未達(dá)到所預(yù)想的教育目標(biāo),僅僅是為了節(jié)省時(shí)間,對(duì)幼兒采取既簡(jiǎn)單又粗暴的規(guī)訓(xùn)方式。教師不分緣由地對(duì)幼兒的身體規(guī)訓(xùn),使幼兒的身體自由受到了極大的限制,處于教師的壓抑與束縛之中,這在一定程度上限制了幼兒自主性的發(fā)展,不利于其身心健康快樂發(fā)展。為此,提出了反思與建議：教師“高控”權(quán)力的讓位；采用“彈性”時(shí)間,提倡“事件”時(shí)間；打破空間區(qū)隔,擴(kuò)大“后臺(tái)”空間；身體規(guī)訓(xùn)走向身體對(duì)話,注重幼兒的內(nèi)在體驗(yàn)。
[Abstract]:Body is an important link between the practice and construction of early childhood education, which is in a pivotal position. However, it has not been given a corresponding position in educational research, and the body has always been in a state of "stealth". This research is based on the theory of body sociology, and fills the gap of the related perspective. This paper is based on the theory of body sociology. This paper makes an in-depth analysis of the teacher's body discipline in kindergarten education, and at the same time clarifies what the teacher has done to the body, and pays more attention to the corresponding strategy of the child's body. At the same time, it enriches the theoretical research on the social development of preschool children. In addition, this study also pays attention to the perception and experience of preschool children in the time and space of education. So that people attach importance to the body of young children, understand the body of young children, reflect on the body of young children, truly make children free, promote children in the garden happy, healthy growth. This study mainly used non-participatory observation method to a kindergarten in Xihu District, Hangzhou, two half a day a week, lasting eight months of field observation, a total of 347 related cases were collected. A total of 45 children from 12 small, middle and large classes were selected for non-structural interviews. The results are as follows: 1. In terms of educational time, teachers use the "high" power in planning time and execution time, as well as non-gap time to train children physically. 2. In the aspect of educational space, teachers make use of the closed space unit, that is, space partition and hierarchical space, at the same time, by controlling "foreground" and compressing "backstage" to achieve the purpose of disciplining the body of young children. 3. In the aspect of body corresponding strategies, there are two main strategies for children to treat teachers' body discipline: support type and resistance type, and there are two types of body clothing for supporting children. There are two forms of physical resistance of children with resistance, that is, blatant resistance in speech and behavior and "distraction", and detour resistance of "small action". 4. In the aspect of punitive experience of body, young children mainly feel three experiences of punishment to teachers: shame, helplessness and exasperation. In the study, it is found that preschool teachers monitor and discipline children's bodies through the two dimensions of time and space of education. In many cases, they fail to achieve the desired educational goals, only to save time. The simple and rude way of discipline is adopted to young children. Teachers discipline children's bodies for no reason, so that the children's body freedom is greatly restricted, in the teacher's repression and restraint. To a certain extent, this restricts the development of children's autonomy, which is not conducive to the development of their physical and mental health and happiness. For this reason, this paper puts forward some reflections and suggestions: teachers'"high control" power to give way; Adopting "elastic" time and advocating "event" time; Break the space partition, expand the "backstage" space; The body discipline moves towards the body dialogue, pays attention to the child's internal experience.
【學(xué)位授予單位】：浙江師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2014
【分類號(hào)】：G612

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本文編號(hào)：1390020