跨文化语境下比较教育学的语言转向

发布时间：2018-04-02 05:03

本文选题：比较教育学　切入点：语言转向　出处：《东北师范大学》2017年硕士论文

【摘要】：比较教育学的语言转向是指比较教育在全球化背景下,在频繁的文化碰撞环境中以文化研究为表现回归人文性的转变,对异文化教育的鲜活文化土壤,以及作为民族文化精华体现和记录观念历史发展进程的民族语言的再次重视。本研究从哲学上语言转向及人文—社会科学对语言转向的回应出发,综合各学科语言转向的状态,分析并总结出其背后的动力所在。并结合比较教育学提出比较教育学语言转向的根本动力,提出比较教育学语言转向的表现形式为文化研究。其次,结合当前全球化下跨文化活动频繁的现实,探讨了这种背景下比较教育研究所面临的新问题,并根据对语言和文化关系的讨论,强化了语言与文化之间的关系。在此基础上,本研究从比较教育学内部进行思考,指出在语言转向的视角下比较教育研究中如何处理面临的语言问题,并结合其他学科试论了一些语言处理的方法,以期在比较教育学中引起对语言的重新审视,并通过语言这条新路走向“深描”的比较教育研究。第一章梳理了语言转向在哲学中的诞生和发展,以及这场运动的主要观念和内容。并回顾了其他人文—社会科学对语言转向的回应,以及在比较教育学科中对语言转向的思考、比较教育学各流派的语言观和比较教育学语言转向的动力,即比较教育学对人文性的重新重视和回归教育的文化性的需求,比较教育学语言转向表现为文化研究。第二章探讨了作为跨文化交际活动的比较教育学,在当今全球化的时代下所面临的问题,主要包括如何定义比较教育学主客体的关系,说明了语言障碍造成的文化偏见在比较教育学中的阻碍,再次强调语言与文化的强关联状态,以及在跨文化视野下语言在比较教育学中的重要地位。第三章以前两章提出的语言转向和语言与文化的关系为知道原则,从比较教育研究活动过程梳理,由学科本身的概念建构开始,到准备阶段讨论语言在此阶段中显现的各个环节,一是比较教育自身的话语建构、二是比较教育研究开展前的资料收集中文献的翻译问题。并着重探讨了实地调查中语言的重要性,以及介绍其他学科,如语言文化学中对语言的处理方式及其原理。并以比较教育成果交流作为研究活动结束的环节,探讨了英语霸权在人文—社会科学中造成的障碍。第四章介绍和试论文化语言学中观念分析法,将教育语言和教育观念联结起来,打开从语言到教育观念和教育思想的通道,使得比较教育学的语言转向有新的可能性。结语总结了本研究的结论观点,认为比较教育学语言转向的动力来自对人文性的追求,在语言转向下,比较教育学对异文化教育的关系,从主客二元走向视域融合;从浅描介绍走向深描体验。再次强调比较教育中语言的重要性,以及本研究过程中笔者对比较教育学的历史和未来方向的思考。
[Abstract]:The linguistic turn of comparative education means that under the background of globalization and in the environment of frequent cultural collision, comparative education returns to the change of humanism with the expression of cultural research, and the fresh cultural soil of foreign cultural education.And as the essence of national culture to reflect and record the historical development of national language.Starting from the philosophical linguistic turn and the response of Humanity-Social Sciences to the linguistic turn, this study analyzes and sums up the motive force behind the linguistic turn by synthesizing the state of the linguistic turn in various disciplines.Combining with comparative pedagogy, the author puts forward the fundamental motive force of language turn of comparative pedagogy, and puts forward that the manifestation of language turn of comparative pedagogy is cultural study.Secondly, combined with the reality of frequent cross-cultural activities under the current globalization, this paper probes into the new problems faced by comparative education research in this context, and strengthens the relationship between language and culture according to the discussion of the relationship between language and culture.On the basis of the above, this study thinks from the inside of comparative education, points out how to deal with the language problems in the research of comparative education from the perspective of language turning, and tries to discuss some methods of language processing combined with other subjects.The author hopes to reexamine the language in comparative pedagogy, and through the new way of language to the comparative education research of "deep drawing".The first chapter combs the birth and development of language turn in philosophy, as well as the main ideas and contents of this movement.It also reviews the responses of other humanities and social sciences to the language turn, as well as the reflection on the language turn in the subject of comparative education, the linguistic views of different schools of comparative education and the motive force of the linguistic turn of comparative education.That is to say, comparative pedagogy pays more attention to humanism and returns to the cultural demand of education, and the language of comparative education turns to cultural research.The second chapter discusses the problems faced by comparative education as a cross-cultural communicative activity in the era of globalization, including how to define the relationship between subject and object of comparative education.This paper illustrates the cultural prejudice caused by language barriers in comparative pedagogy, emphasizes the strong correlation between language and culture, and the important position of language in comparative pedagogy from the perspective of cross-culture.In the third chapter, the relation between language turn and language and culture, which is put forward in the previous two chapters, as the principle of knowing, begins with the process of comparative educational research, and begins with the concept construction of the subject itself.At the preparatory stage, we discuss the various aspects of language in this stage, one is the discourse construction of comparative education itself, the other is the translation of literature in the collection of materials before the development of comparative education research.It also discusses the importance of language in field investigation, and introduces other subjects, such as language culturology.Taking the exchange of comparative educational achievements as the end of the research, this paper discusses the obstacles caused by English hegemony in the humanities and social sciences.The fourth chapter introduces and discusses the concept analysis method in cultural linguistics, which connects educational language with educational idea, opens the channel from language to educational idea and educational thought, and makes the language of comparative education turn to a new possibility.The conclusion concludes that the motive force of the linguistic turn of comparative pedagogy comes from the pursuit of humanism. Under the turn of language, the relationship between comparative pedagogy and foreign culture education is changed from subject-object duality to perspective fusion.Introduction from shallow to deep drawing experience.It also emphasizes the importance of language in comparative education and the author's thoughts on the history and future direction of comparative education in the course of this study.
【学位授予单位】：东北师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G40-059.3

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