童眸中的幼儿园户外游戏空间：基于马赛克方法的研究

采用马赛克方法，目的性抽样选取山西省级示范幼儿园X幼儿园22名大班儿童参与研究，并运用儿童拍照、幼儿园之旅、魔毯等方式收集资料，结合参与式观察与儿童共同对资料进行回顾与讨论。主要发现：儿童在幼儿园户外游戏空间中深化自我认识和自我意识，构建与表达自我，关注户外游戏空间中的自然事物、自然事物的变化及其与人之间的关系，通过身心和合的想象生产个人意义，与他人情感联结生产集体意义，同时体验到被围困的“樊篱”；儿童理想的幼儿园户外游戏空间形态是多样性与动态性、亲生命性的，是能够建构自我与建立情感归属的社会空间，具有主体性存在的精神空间。今后需要重新审视幼儿园教育工作者的户外游戏空间认识论，应以儿童游戏空间实践的多样性为基点淡化户外游戏空间边界，其时空配置应充分体现空间正义。

Outdoor Play Space of Kindergartens in the Eyes of Children: Study based on Mosaic Method

Mosaic method with purposive sampling was adopted in this study， and 22 children in the senior class in the Shanxi provincial demonstration kindergarten， X kindergarten， were selected to participate in the study. The data was collected through children’ photos， kindergarten trips， magic carpet， etc， which was reviewed and discussed with children through participatory observation. In the outdoor play space of kindergarten， children deepen their self-cognition and self-consciousness， cultivation and self-expression. In addition， they paid attention to the nature in the outdoor play space， the changes of it and the relationship between it and people， constructed personal value through the creation and imagination of physical and mental harmony， and produced collective meaning with the presence emotion of other people. At the same time， they experienced the “fence”of the enclosure. The ideal kindergarten outdoor play space for children should be diverse， dynamic， pro-life， a social space where they can construct themselves and establish emotional affiliation， which is also a spiritual space with subjective existence. To investigate and reflect on the outdoor play space in kindergarten from the perspective of children， it is essential to re-examine the epistemology of outdoor play space of kindergarten educators， dilute the boundaries of outdoor play space in line with the diversity of children’s play space practice， and reflect spatial and temporal configuration of outdoor play space with spatial justice.