摘要
中西话语体系的差异导致"场馆"的界定在语辞互译中出现较大的偏差,进而使得场馆教育在中国长期未能获得正确的认识。其中的重要原因是场馆教育的身份界定模糊,主要表现为学习与教育的争执以及正规教育与非正规教育的困扰。教育作为场馆的重要属性不仅缘于其百年之余的事实存在和社会赋予场馆的文化担当,更为重要的是,始于场馆自身所体现的教之本质,即"展品即知识"、"参观即学习"、"场馆即教之域"。
Due to the difference of two linguistic systems, ＂museum＂ didn＇t get an appropriate translation, so that museum education in a long time had been misrecognized. On the one hand, it was mistaken as theme museum; on the other hand, it was positioned at the brink of education and academic researches. The vagueness of the role of museum education should take the responsibility for those questions, including the conflict of education and learning, and formal education and informal education. The reason of education as the essence of museum is not only its real existence and cultural responsibility, but also the expression of museum itself, including that artifacts are knowledge, visiting is the learning and museum is the teaching space.
出处
《教育研究》
CSSCI
北大核心
2015年第4期26-32,共7页
Educational Research
关键词
场馆
场馆教育
场馆学习
展品
museum, museum education, museum learning, artifacts
作者简介
王乐，华中师范大学教育学院博士生
华中师范大学教育学院教授、博士生导师
