规训是指将人的行动加以纪律化、规则化的历程。相比于其他任何地方,学校是一个更为规训化、充满控制和权力的处所。儿童反学校文化现象产生的机制在于儿童对学校规训的抗拒,儿童抗拒通常表现为日常反抗,具有非正式性、情绪化、非理性的特征,意在打破学校所安排的制度性设计,努力寻求自身意义的一种表达。从规训与抗拒的视角去解释儿童反学校文化现象,可以使我们更加关注到学校发展与变革中的自身矛盾,反省与检视现阶段学校教育自身所存在的“文化专断性”以及学校文化建设中“儿童文化缺场”等问题,从而促进学校教育者自我反思,并不断变革、发展与完善学校教育中的规训,以更好地适应儿童的天性与发展。 Discipline is the process of disciplining and regularizing people’s actions. The school is a more regulated, controlled and empowered place than anywhere else. The mechanism of children’s anti-school cultural phenomenon is that children’s resistance to school discipline. Children’s resistance usually manifests itself as daily rebellion. It has the characteristics of informality, emotionality and irrationality. It aims to break the institutional design arranged by the school and make efforts Seek an expression of one’s own meaning. Explaining children’s anti-school culture phenomena from the perspectives of discipline and resistance can make us pay more attention to the self-contradictions in the development and transformation of schools, reflect on and examine the “cultural monstrosity” existing in school education itself and schools Cultural construction “lack of children ’s culture ” and so on, so as to promote school educators self-reflection, and constantly change, develop and improve the discipline in school education to better adapt to the nature and development of children.