社会建构视角下的“差生”问题研究

发布时间：2018-01-15 11:32

本文关键词：社会建构视角下的“差生”问题研究　出处：《南京师范大学》2015年硕士论文　论文类型：学位论文

【摘要】：素质教育在如火如荼的进行,与此同时,数量庞大的学生被划入“差生”行列,“差生”问题在当前学校教育领域已经成为一种广受关注的普遍现象。“差生”问题不仅让学校和教师感到头疼和无奈,更让家长和学生的身心饱受折磨,这不能不引起我们的重视与反思。大多数研究者、一线教师对“差生”问题的研究是从本质主义视角出发,探究“差生”群体的类型、特点、行为表现、成因、转化策略等,力图把握“差生”问题背后的客观规律。由于这些研究成果缺乏对“差生”生成复杂性、动态性、差异性的全面认识,所以这些成果不仅难以应用到教育教学实践,而且还会在一定程度上加深人们对这一问题的错误认识。本研究基于社会建构理论视角,以X中学一个班级为研究个案,试图全方位展示社会制度背景、学校制度、同辈群体、家庭以及学生自身等因素在“差生”建构过程中扮演的角色、发挥的作用。在研究过程中,笔者深入学校田野,运用参与式观察、访谈、田野笔记等方法来收集资料。尤其是通过对学生案例的描述和分析呈现出这些学生的内部心理世界,让外界更加全面、客观的认识他们。本文共分为五个部分。第一部分是绪论,包括研究源起、研究意义、概念界定、文献综述、研究设计以及研究过程。第二部分全面分析了外部制度环境对学生身份建构的影响以及“差生”泛化问题,尤其通过揭示不同时期学生身份的指称取向来表明“差生”概念的建构性与动态性。第三部分则主要从微观层面入手,探究了教师的学生观以及在课堂教学情境中(通过座位排列、课堂提问方式、课堂语言、学校规范以及奖惩制度)对学生的建构。第四部分重点研究了“差生”的学校生活细节以及自我身份认同,揭示其自我建构的特点与问题。第五部分是反思与建议。针对“差生”建构生成过程中存在的问题,提出重新认识“差生”,对其人文关怀、积极建构。
[Abstract]:Quality education is in full swing, at the same time, a large number of students are classified as "poor students" ranks. The problem of "poor students" has become a widespread phenomenon in the field of school education. The problem of "poor students" not only makes schools and teachers feel headache and helplessness, but also makes parents and students suffer greatly. Most researchers and teachers study the problem of "poor students" from the perspective of essentialism, exploring the types, characteristics, behavior and causes of the "poor students" groups. The transformation strategy and so on try to grasp the objective law behind the problem of "poor students". Due to these research results, there is a lack of comprehensive understanding of the complexity, dynamics and difference of the generation of "poor students". Therefore, these results are not only difficult to apply to the educational practice, but also deepen the wrong understanding of this problem to a certain extent. This study is based on the perspective of social construction theory. Taking a class in X Middle School as a case study, this paper tries to show the role of social system background, school system, peer group, family and students themselves in the construction of "poor students". In the course of the study, the author went deep into the school field, using participatory observation, interviews. Field notes and other methods to collect data, especially through the description and analysis of student cases to show these students' inner psychological world, so as to make the outside world more comprehensive. Objective understanding of them. This paper is divided into five parts. The first part is the introduction, including the origin of the study, research significance, concept definition, literature review. The second part comprehensively analyzes the influence of external institutional environment on students' identity construction and the generalization of "poor students". In particular, by revealing the referential orientation of students' identity in different periods, it shows the constructiveness and dynamics of the concept of "poor students". The third part mainly starts from the micro level. It explores the teacher's view of students and the classroom language in the classroom teaching context (through seating arrangement, classroom questioning, and classroom language). The 4th part focuses on the details of the school life and self-identity of the "poor students". This paper reveals the characteristics and problems of its self-construction. Part 5th is about reflection and suggestion. In view of the problems existing in the forming process of the construction of "poor students", this paper puts forward a new understanding of "poor students", and actively constructs their humanistic care.
【学位授予单位】：南京师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G635.5

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