传统家庭教育空间及其变迁——岩村烤火的田野研究
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摘要
基于对四川岩村烤火生活的田野考察,通过参与观察和收集口述史的方法,本研究阐释和解读了传统家庭教育空间的建构要素;同时透过烤火生活的变迁,描摹和提炼出蕴于其中的家庭教育空间的变化特征。研究发现,在岩村传统的燃柴烤火生活中,家庭交往活动通过物理空间的容纳、心理空间的孵化和知识空间的传承建构起家庭教育空间。从20世纪80年代中后期开始,随着燃煤烤火和用电烤火逐渐取代燃柴烤火生活,家庭教育空间也随之发生改变,这些变化包括:物理空间的分解与重构;心理空间的疏离与更亲密;知识空间的更替与选择。家庭教育空间的现代变迁呼唤农村教育研究给予回应。
This study interprets constructive elements of traditional family education space based on a field investigation of warming oneself by fire in Yan Village of Sichuan through observation and collection of oral history. It also describes the changing characteristics embodied in family education space through the changes of warming oneself by fire. The findings show that in the traditional life of warming oneself by burning wood in Yan Village, family communication activities have constructed the education space through accommodation of physical space,incubation of psychological space and inheritance of knowledge space. Since the mid and late 1980 s,the ways of warming oneself by burning coal or using electric energy have gradually replaced the traditional way,and the family education space embedded in them has also changed. These changes included the breaking down and reconstruction in the physical space; the alienation and more intimacy in the psychological space; and the replacement and active choice in the knowledge space. These modern changes call for the responses of researches on rural education.
This study interprets constructive elements of traditional family education space based on a field investigation of warming oneself by fire in Yan Village of Sichuan through observation and collection of oral history. It also describes the changing characteristics embodied in family education space through the changes of warming oneself by fire. The findings show that in the traditional life of warming oneself by burning wood in Yan Village, family communication activities have constructed the education space through accommodation of physical space,incubation of psychological space and inheritance of knowledge space. Since the mid and late 1980 s,the ways of warming oneself by burning coal or using electric energy have gradually replaced the traditional way,and the family education space embedded in them has also changed. These changes included the breaking down and reconstruction in the physical space; the alienation and more intimacy in the psychological space; and the replacement and active choice in the knowledge space. These modern changes call for the responses of researches on rural education.
引文
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[16]田晓伟.论教育研究中的空间转向[J].教育研究,2014(5):11-18.
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[19]王铭铭.教育空间的现代性与民间观念---闽台三村初等教育的历史轨迹[J].社会学研究,1999(6):103-116.
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[21]龚振黔.论情感交流活动在虚拟社会的重大演变[J].贵州社会科学,2018(11):4-11.
[22]鲍尔比.依恋[M].汪智艳,王婷婷,译.北京:世界图书出版公司,2017:26-27.
[2]谭深.中国农村留守儿童研究述评[J].中国社会科学,2011(1):138-151.
[3]吴霓.农村留守儿童问题调研报告[J].教育研究,2004(10):15-18.
[4]范方,桑标.亲子教育缺失与“留守儿童”人格、学绩及行为问题[J].心理科学,2005(4):855-858.
[5]邓纯考,周谷平.农村留守儿童研究范式:问题与超越[J].教育发展研究,2017(18):78-84.
[6]邬志辉,李静美.农村留守儿童生存现状调查报告[J].中国农业大学学报(社会科学版),2015(1):65-73.
[7]李燕平,杜曦.农村留守儿童抗逆力的保护性因素研究---以曾留守大学生的生命史为视角[J].中国青年社会科学,2016(4):69-74.
[8]姜英杰,严燕.留守儿童积极情感教育之对策[J].教育研究,2018(8):51-55.
[9]范兴华,方晓义,黄月胜,等.父母关爱对农村留守儿童抑郁的影响机制:追踪研究[J].心理学报,2018(9):1029-1040.
[10]唐有财,符平.亲子分离对留守儿童的影响---基于亲子分离具体化的实证研究[J].人口学刊,2011(5):41-49.
[11]范兴华,余思,彭佳,等.留守儿童生活压力与孤独感、幸福感的关系:心理资本的中介与调节作用[J].心理科学,2017(2):388-394.
[12]凡勇昆,邬志辉,秦玉友.农村留守儿童研究的学理反思与可能生长点[J].教育发展研究,2016(20):47-50.
[13]董才生,马志强.留守儿童关爱保护政策需要从“问题回应”型转向“家庭整合”型[J].社会科学研究,2017(4):99-105.
[14]列斐伏尔.空间的生产[A].包亚明.现代性与空间的生产[C].上海:上海教育出版社,2003:85.
[15]童强.空间哲学[M].北京:北京大学出版社,2011:69.
[16]田晓伟.论教育研究中的空间转向[J].教育研究,2014(5):11-18.
[17]NANCY L,GALAMBOS,HEATHER A,SEARS,et al.Parents'work overload and problem behavior in young adolescents[J].Journal of research on adolescence,1995(2):201-223.
[18]FAIRBAIRN W R D.Psychoanalytic Studies of the Personality[M].London:Routledge&Kegan Paul Limited,1952:137.
[19]王铭铭.教育空间的现代性与民间观念---闽台三村初等教育的历史轨迹[J].社会学研究,1999(6):103-116.
[20]吉登斯.现代性的后果[M].田禾,译.南京:译林出版社,2000:16.
[21]龚振黔.论情感交流活动在虚拟社会的重大演变[J].贵州社会科学,2018(11):4-11.
[22]鲍尔比.依恋[M].汪智艳,王婷婷,译.北京:世界图书出版公司,2017:26-27.