【摘要】 布鲁纳一生的学术研究具有鲜明的问题意识和跨学科特质。他在晚年与意大利瑞吉欧幼儿教育产生了持续性的、深度的交往，从79岁开始参与瑞吉欧教育实践，前后18年。以微观史学和生命历程的视角来观察，这是一段独特的学术人生。布鲁纳一生探寻的“意义”问题，得到了瑞吉欧教育的呼应。从探究事实走向探究意义，意味着重视心灵的能动性、知识的多元性以及人与人之间的倾听与交流。对这段交往史进行透视，可以呈现出布鲁纳在其中的身份的多重意义。作为能动性个体，他是个性与科学研究结合的最佳范例；作为学者，他建设了一种富有成效的理论与实践的关联；作为儿童研究者，他推动人类知识领域更好地去形成发生学意识。这对于观察和反思我们的学术研究与教育实践具有重要的意义。更多还原

【Abstract】 Bruner’s academic research in his lifetime is characterized by distinctive problem consciousness and interdisciplinary feature. He had a continuous and deep contact with Reggio Emilia in Italy on the early childhood education, which lasted for 18 years from his age of 79. Viewing from the perspective of microhistory and life course, this period is a unique academic life. The question of "meaning" that Bruner explored in his life was echoed by Reggio Emilia. The exploration of meaning means valuing the agency of mind, the diversity of knowledge,and interpersonal communication. Bruner’s identity presents multiple meanings during this period: as an initiative individual, he is the best example of the combination of individuality and scientific research; as a child researcher,he has promoted the formation of genesis consciousness in the field of human knowledge. It is of great significance to observe and reflect on our academic research and educational practice.更多还原