儿童与自然的人地关系研究：接触、认知与情感

黄向

doi:10.13959/j.issn.1003-2398.2020.06.002

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人文地理 ›› 2020, Vol. 35 ›› Issue (6) : 9-17,75. DOI: 10.13959/j.issn.1003-2398.2020.06.002

进展与动态

儿童与自然的人地关系研究：接触、认知与情感

黄向^1,2

作者信息 +

THE CHILDREN-NATURE RELATIONSHIP: CONTACT, COGNIZATION AND EMOTION

HUANG Xiang^1,2

Author information +

文章历史 +

摘要

自然可以对儿童身心、认同和社会关系产生重要的影响。儿童与自然的关系的地理学研究成果在2015年后呈爆发式增长态势。研究主要聚焦于三个话题：有关儿童与自然接触的研究，包括如何让普通的儿童和有特殊照顾需要的儿童更好的接触自然，以及影响儿童与自然接触的社会文化因素；儿童自然认知的研究，包括儿童的自然意象、校园自然和户外自然作为教育空间的相关研究；儿童自然情感的研究，包括儿童的自然体验、儿童与自然及中介的关系，自然对儿童情感的影响相关的研究。本文呼吁学界能更多关注中国情境下儿童人地关系。

Abstract

Nature can improve children physically and psychologically, as well as their identity and social relationship. The children-nature relationship is noted accelerated literature in children geographies research. However, there is no systematic review to organize the research framework of this particular field. ‘Children's Geographies’ along with other 82 geography journals in SSCI, and 12 geographical journals in CSSCI were employed to be the source database. "nature/natural" and "children/child" were key words to search for literatures. 54 highly related articles were selected after abstract reviewing process out of 113 targeted objects. Literatures related to children-nature relationship booted since 2015. Children's cognition of nature research includes the image of nature by children, as well as school nature and outdoor nature as educational space. Children's affection toward nature research include children's embodied experience of nature, the relationship between children, nature and agency, and factors might influence the children-nature affection. From life course theoretical perspectives, there will be three phases in someone's lifetime, namely the growing-up phase (children and adolescent), mature phase (youth and middle-age), decline phase (aged). This paper tried to understand how human beings contact, cognize and perceive nature growing up from geographical perspective. In this specific research field, researchers can assemble the following element to raise different questions, which are urban and suburban children, normal and disable children, school nature and outdoor nature, usual circumstances and unusual circumstances. Children, agents and nature are the three actors with contact, cognition and emotion as the three research themes in this field.

导出引用

黄向. 儿童与自然的人地关系研究：接触、认知与情感[J]. 人文地理. 2020, 35(6): 9-17,75 https://doi.org/10.13959/j.issn.1003-2398.2020.06.002

HUANG Xiang. THE CHILDREN-NATURE RELATIONSHIP: CONTACT, COGNIZATION AND EMOTION[J]. HUMAN GEOGRAPHY. 2020, 35(6): 9-17,75 https://doi.org/10.13959/j.issn.1003-2398.2020.06.002

中图分类号： K901

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