摘要
儿童时间认知、体验和理解的研究主要包括皮亚杰开创的实验室里的时间认知心理学研究、福柯派主张的关于身体规训的时间社会学研究,以及关注日常生活和个人体验的时间现象学研究。研究发现:幼儿在日常生活中,可以通过切近时间理解宏远时间,通过游戏中的空间转换理解时间轮回,通过亲子对话和自我叙述突破对自然时间的局限化理解,进而理解抽象时间;带有强烈情感体验的特殊事件、数概念的学习和学校的制度化生活有助于儿童获得对时间的情境化、情感化理解,并习得钟表时间。儿童在生活中习得了两套社会性时间的概念,分别是高度社会化的“钟表时间”与“主体性时间”。在充斥儿童时间管理、时间自律研究的“理性教育学”之外,学界急需建构一套儿童主体化时间研究的“发呆教育学”。
The research on children's time cognition,experience and understanding includes three paradigms:the cognitive psychology in the laboratory,sociology of time in Foucault's view and phenomenological study of time in daily life.This study is a phenomenological study on the development of preschool children's time concepts.The data are mainly from a mother's parenting diary.Through the story of the development of children's time experience in diaries,this study reproduced and re-understood children's time in life scenes.It is found that preschool children refer to far time by using near time("tomorrow"refers to"future"),understand time cycle through space transformation in games and break through the situational understanding of natural time through parent-child dialogue and self narration.Children acquire the ability of situational understanding of time from the memory of habitual events and special events,from the transfer learning of ordinal number concept and from social interaction.In this process,children have acquired two sets of concepts of social time:one is the highly socialized"clock time",which often represents the order and self-discipline of the adult world;the other is the highly autonomous"autobiographical time",including"free time"which is difficult for adults to understand,such as the irrational time including"dazed""distracted""absent-minded"and so on.In addition to the Rational Pedagogy which is full of research on children's time management and self-discipline,Pedagogy on Wander is also needed to focus on children's autonomous time.
作者
安超
欧群慧
AN Chao;OU Qunhui
出处
《天津师范大学学报（社会科学版）》
北大核心
2023年第4期80-88,共9页
Journal of Tianjin Normal University(Social Science)
基金
中央高校基本科研业务费专项资金资助项目“‘双减’政策背景下教育焦虑的综合纾解机制研究”(2021NTSS15)。
关键词
时间体验
钟表时间
主体化时间
神游时间
发呆教育学
time experience and understanding
the clock time
the autonomous time
the wanderingtime
Pedagogy on Wander
