【作者】 李春霞；

【导师】 徐莉；

【作者基本信息】 广西师范大学 ， 教育学原理， 2010， 硕士

【副题名】以广西融水雨卜苗寨为例

【摘要】 儿童期是个体文化习得的关键期,个体在这个阶段所习得的文化将是影响个体一生思维和行为方式的文化底色。当前是一个多元文化交织的社会,文化的相互扩散、相互渗透在村落之间、地区之间、文化类型之间进行,没有哪一个民族能完全脱离他族文化的影响,民族文化也会在这个多元文化无孔不入的社会里动态变化着。本研究以广西柳州融水香粉乡的一个苗族村寨中儿童民族文化习得为例,以民族文化场为导向,以儿童民族文化习得场为路线,进行层层剖析,探究民族文化与儿童之间的互动所构成的儿童民族文化习得场。用场的视角分析儿童民族文化习得场,呈现出儿童习得民族文化的方式和途径,以及他们是如何内化民族文化特征,从而使他们具备民族文化特质。民族文化场是一个动态变化的场,生长在特定民族文化场中的儿童,在这种文化场的熏陶、形塑之下,民族文化习得的方式和结构呈现出相对的稳定性和动态性。雨卜苗寨的儿童民族文化习得场主要分为由器物所营造的儿童民族文化习得道踪、仪式构筑的儿童民族文化习得殿堂、多元文化交织村寨儿童民族文化习得网络、学校构建儿童民族文化习得现代外延空间这四个习得场域。传统器物和传统仪式像相对固定的模具用它们所蕴藏的规范形塑着儿童的生活方式和行事思维,构成传统的儿童民族文化习得场。多元文化交织下,外来的多元文化与本土的民族文化之间构成的张力,彼消此长,动荡变化的文化场在一定程度上瓦解了传统的儿童民族文化习得场,但是丰富了儿童的文化体验,使儿童经历一个认识自己文化、理解所接触到的他文化的过程,从文化自在水平上升到文化自觉水平,提升了儿童的跨文化能力。学校与苗寨在地理空间的“在场性”维持了民族文化传统的习得场所起的作用,在文化空间的“脱域性”使得外植式的学校教育代表的他文化在民族区域中得以弥散和扩张。四个场域是构成村寨儿童个体民族文化习得的综合场的主要因素,四个要素既各自存在独立的场强,相互之间的重叠相交在空间和时间上的互动又构成一个整体的、动态的综合场,决定了多元文化情境下儿童民族文化习得的复杂多变性。在多元文化背景下,儿童的民族文化习得场困境表现为传统与现代的冲突,研究为维持民族文化特制的传承提出以下几点建议:首先,要让大多数人意识到民族文化场的存在和它们对于儿童民族文化习得以及整个民族未来发展的重要性,以积极的心态对待本民族文化和他文化。其次,丰富儿童的多元文化体验,培养并增强他们的跨文化能力,让他们在外来文化交织中较清醒地认识本民族文化和他文化,提升文化自觉水平。最后,学校教育机构需关注和尊重差异化的少数民族文化,为儿童民族文化习得创设场域。更多还原

【Abstract】 Childhood is a critical period of cultural acquisition for individual, the culture individual acquired at this stage will be a cultural background which would affect individual thinking and behavior throughout lifetime. Current society is a multicultural, there is the mutual diffusion and pervasion of culture among the villages, regions, types. There is no single nation which can completely divorce from the impact of other cultures.Ethnic culture will changes dynamicly in this multicultural society. This study examines step by step ,which taken the background of ethnic culture as a direction and the field of child’s acquisition of ethnic culture as clues and taken children’s cultural acquisition in a Miao village of Xiangfen Township, Rongshui county in Liuzhou , Guangxi region as an example, researches the interaction between ethnic culture and children which has formed the field of child’s acquisition of ethnic culture. This study analyzes the field of child’s acquisition of ethnic culture based on the perspective of the field which shows the ways and means of the child’s acquisition of ethnic culture, and how they internalized ethnic cultural characteristics, and have themselves the quality of ethnic cultural characteristics.The ethnic cultural field changes dynamicly, the ways of child’s acquisition of ethnic culture of the children who grow in this particular field showed dynamics and stability. The field of child’s acquisition of ethnic culture of the Miao in Yubu is divided into 4 acquisition field, such as the traditional model of acquisition that created by objects, a palace of child’s acquisition of ethnic culture which is build by ceremony, multi-cultural network of village children’s culture acquisition , modern extended space of child’s acquisition of ethnic culture which is constructed by school.Like the relatively fixed mold, traditional implements and traditional ceremonies shape the lifestyle and the thinking of children with norms which they are hidden which constitutes the field of child’s acquisition of ethnic culture. Under the effect of multicultural background, tensions change and turbulence, which roses between the foreign multi-cultural and native ethnic culture. To some extent, the changeable cultural field weakens the traditional field of child’s acquisition of ethnic culture. But it enriches the cultural experience of children, and makes children experience a process of recongnizing their culture, understanding and contacting the other culture , raises the cultural level from the culture unconscious dimension to cultural conscious dimension, so as to improve the cross-cultural competence of children. "The nature of presence" of the geographical space between Miao village and the school maintains the role of the traditional culture acquisition field. The "off field" of cultural space makes other culture which is represented by the explant type of school education expanse and diffuse in the national region. The four basic cultural fields are the main factors of forming an integrated field of individual cultural acquisition for the village children. Each of the cultural field is not only an independent existence, but mutual overlap and intersection in the interaction between the space and time form a whole, dynamic integrated field, which determines the complex and changing characteristics of children’s culture acquisition under multi-cultural contexts.In a multicultural context, the plight of child’s acquisition of ethnic culture field lies in traditional and modern conflict, researcher raises the following proposals for the maintenance of national culture heritage. Firstly, make most people aware of the existence of cultural fields and their importance for child’s acquisition of ethnic culture and the entire nation’s future development, hold a positive attitude towards the native culture and other culture. Secondly, enrich children’multicultural experience , cultivate and enhance cross-cultural competence so as to understand their native culture and other culture more clearly under the multicultural background, and improve the cultural level of conscious dimension. Lastly, school education institutions need to concern and respect for the differentiated minority culture, creating the field for children’culture acquisition.更多还原