以身体社会学的视角审视幼儿园教育时空中的身体规训

发布时间：2018-01-06 23:32

本文关键词：以身体社会学的视角审视幼儿园教育时空中的身体规训　出处：《浙江师范大学》2014年硕士论文　论文类型：学位论文

【摘要】：身体是幼儿教育实践与建构的重要连结,处于一个举足轻重的地位,然而教育研究中却没有给它相应的地位,身体一直处于“隐身”状态,对幼儿身体社会学的研究更是少之又少。本研究正是以身体社会学为理论,对幼儿在园生活状况的研究填补相关视角的空白。本文基于身体社会学理论的视角,对幼儿园教育时空中教师对幼儿身体规训进行深入的分析,在阐明教师“对身体做了什么”的同时,进一步关注幼儿“身体的对应策略是什么”,推动学前教育界对身体社会学理论认识的同时,丰富学前儿童社会性发展的理论研究。此外,本研究还关注幼儿在教育时空中的感受性与体验性,使人们重视幼儿身体、理解幼儿身体、反思幼儿身体,真正使幼儿获得自由,促进幼儿在园快乐、健康的成长。本研究主要采用非参与式的观察方法对杭州市西湖区某幼儿园进行了每周两个半天,持续八个月的现场实地观察,共收集到相关案例347个。同时,选取了小、中、大班12名教师,45名幼儿进行非结构访谈。呈现出如下研究结果： 1.在教育时间方面,教师运用计划时间和执行时间中的权力“高位”,以及无间隙的时间对幼儿进行身体规训。 2.在教育空间方面,教师利用封闭的空间单元,即空间区隔和等级化空间,同时。通过控制“前台”和压缩“后台”来达到规训幼儿身体的目的。 3.在身体的对应策略方面,幼儿对待教师的身体规训,主要有两大策略：支持型和抗拒型。支持型幼儿的身体服从有两类形式,即主动性迎合和替代性强化,抗拒型幼儿的身体抗拒也有两类形式,即言语和行为上的公然抗拒和“走神”、做“小动作”的迂回抗拒。 4.在身体的惩罚性体验方面,幼儿对教师的惩罚主要感受到三大体验：羞耻、无奈和恼怒。在研究中发现,幼儿教师通过教育时空这两个维度对幼儿的身体进行监控与规训,很多情况下并未达到所预想的教育目标,仅仅是为了节省时间,对幼儿采取既简单又粗暴的规训方式。教师不分缘由地对幼儿的身体规训,使幼儿的身体自由受到了极大的限制,处于教师的压抑与束缚之中,这在一定程度上限制了幼儿自主性的发展,不利于其身心健康快乐发展。为此,提出了反思与建议：教师“高控”权力的让位；采用“弹性”时间,提倡“事件”时间；打破空间区隔,扩大“后台”空间；身体规训走向身体对话,注重幼儿的内在体验。
[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.
【学位授予单位】：浙江师范大学
【学位级别】：硕士
【学位授予年份】：2014
【分类号】：G612

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