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Title: 從「遊戲」意義的轉折來反思當代遊戲文化的特徵及其引發的教育思考
Other Titles: Reflections on the Characteristics of Play Culture in Modern Society and Its Implications on Education
Authors: 方永泉
Issue Date: Sep-2003
Publisher: 國立台灣師範大學教育學系
Department od Education, NTNU
Abstract: 「遊戲」在教育活動中有其重要地位,而且教育史中也不乏學者的論述,但在教育哲學中卻少有學者對於「遊戲」的概念進行探究,而且多限於教育分析哲學的傳統。本文作者認為,遊戲作為一種重要的文化現象,其在教育哲學中的分析不應僅限制在分析哲學中,而應重視遊戲的科際性研究。而在進行科際性研究前,吾人又有必要先對於遊戲的「說法」或意義轉變的過程有所了解。本文的主要目的在透過「遊戲」意義轉變的分析,來闡釋當代遊戲文化的特徵。在分析了相關文獻後,本文提出了遊戲在現代以降所發生的三次轉變,其中第一次轉變是將遊戲帶入理性駕御下的「人玩遊戲」,第二次則是人接受遊戲擺佈的「遊戲玩人」,第三次則是當代文化中遊戲對於真實生活取代的「遊戲即人生」。本文最後根據「遊戲即人生」的角度分析了當代遊戲文化的特徵,並提出了一些引發教育工作者深思的問題。
Tracing the developments and shifts of the definition of“play” this article explicates the characteristics of contemporary play culture. From the 17th century to our contemporary era, three definitions of play have emerged. The first definition holds that play is dominated by human reason and engaged in by man. The second definition claims that play is the subject of man-play relationship, where in play plays with man and not man plays play. The third definition suggests that play permeates every sphere of man's life and has displaced reality within human life. The author emphasizes the differences between"ludic space" and" real life space" in order that man can have more latitude and leeway while living in modern society.
Other Identifiers: 5D81DA45-C76D-6625-2E88-A2D34C02ADCC
Appears in Collections:教育研究集刊

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