课堂空间中儿童形象的产生机制：权力抑或教育

The research deals with whether lifting a restriction on classroom space and empowering students can ensure students’ active and autonomous learning. Its conducted through video-clued subjects’ interview, fieldwork and action research. The findings indicated that while teachers’ power is surplus , students’ images of “ school desk dwelling”, “sunflower” and “hidden resistance” will come out, which makes it imperative to dispel teachers’ power. However, when teachers empower their students and change the classroom structure, the students present their images of passive learning, images like u changers of study rules”, “ mindless parrots of instruction” and “ not-good-at-cooperating disbanded soldiers”, which means that space structure and power are not the only factors restricting students’ selfhood. Finally, when teachers further change classroom space structure, downshift power and apply educational guide, the students’ new image of “idea-willingly-sharer” is unfolded. Its suggested that the mission of conte