儿童如何成为研究参与者:“马赛克方法”及其理论意蕴

发布时间：2018-04-02 11:28

本文选题：儿童　切入点：研究参与者　出处：《全球教育展望》2014年09期

【摘要】：儿童研究带来的儿童形象的转变,要求儿童成为儿童研究的参与者。英国学者克拉克和莫斯创用的"马赛克方法",整合使用传统研究方法和参与式工具,使儿童(特别是5岁以下的幼童)能够借助多感官的形式表达自身的经验和观点,并成为关于儿童的知识的合作建构者。马赛克方法在应用上具有交流模式的多元化、反思主体的多样化特点;它不仅仅是一种研究技术,还具有丰富的理论意蕴,推动人们去重新划定儿童研究中儿童与成人的角色界限,重新思考儿童研究的知识生产方式,重新认识并妥善处理儿童研究中的伦理问题。马赛克方法亦是早期教育工作者改进实践的得力工具,但其实践改进作用的发挥,需要早期教育者、教育机构和教育管理方面做出协同调整。
[Abstract]:The shift in the image of children brought about by children's research requires children to become participants in children's studies. The mosaic approach, created by British scholars Clark and Moss, combines traditional research methods with participatory tools. To enable children (especially young children under five years of age) to express their experiences and views through multi-sensory forms and to become cooperative constructors of knowledge about children. The mosaic method has a diversity of communication models in its application, Reflecting on the diverse characteristics of the subject, it is not only a kind of research technology, but also has rich theoretical implications, to promote people to redefine the role of children and adults in the study of children, rethinking the way of knowledge production in children's studies. The mosaic method is also a powerful tool for early educators to improve their practice. Educational institutions and educational management should make concerted adjustments.
【作者单位】：浙江师范大学杭州幼儿师范学院;
【基金】：2013年浙江省教育厅项目(项目编号:Y201329418) 浙江省人文社会科学重点研究基地“浙江师范大学教育学一级学科基地”招标项目的研究成果之一
【分类号】：G610

【共引文献】