女性主义视野中的教学民主研究

发布时间：2018-04-21 14:38

本文选题：女性主义 + 教学民主　；参考：《西南大学》2012年博士论文

【摘要】：教学民主并不是一个新鲜话题,但时至今日,教学中非民主的现象仍然普遍存在,成为制约教育教学质量提升的重要因素。因此,对教学民主问题进行深入的研究,对学生发展、学校发展有着重要的意义。本研究借鉴女性主义的解放分析模式来审视教学中的民主问题,在分析女性主义对教学的影响以及教学民主诉求的基础上,紧紧抓住女性主义与教学民主的契合点,以此来构建女性主义视野中的教学民主——解放式教学民主,并观照当下教学民主的现状及形成的原因,提出解放式教学民主的实现路径和策略。全文共分七个部分：第一部分导论。阐述了本研究的缘起,并对已有研究进行了分析,确立了本研究的目的及意义,提出本研究的思路、内容与方法。第二部分一般意义上的教学民主解读。认为一般意义上的教学民主是指教师在承认学生在教学活动中的主体地位、承认学生是学习的主人并有权利决定自己的学习行为的基础上,把激发学生学习的主体性作为目标,采取民主的方式,在与学生积极互动过程中促成学生最大可能的发展的一种教学原则。它具有主体性、参与性、平等性和差异性四个特征,并对教学民主在教学目的、师生关系、教学方式和课堂氛围等方面的表现进行了阐述。第三部分国内外教学民主思想的历史考察。分别对国外和国内的教学民主思想的历史发展进行了梳理。在当代批判教育理论的影响下,国外对教学民主问题的研究不再停留在改革外在的制度和形式层面,而是深入各种不平等的现象背后,试图揭露它、改变它。这一发展趋势给我们的启示是：我们必须要用批判的方式、解放的分析模式来重新思考教学民主及其实现。国内的教学民主思想起步较晚,目前仍在发展当中,没有形成系统的理论框架。已经关注的问题有教育的平等、教育的普及、师生关系的民主、教学方法的民主、个性化教育等。现象揭示多,而对现象背后深层次的原因分析不够,仍不能解决教学实践中的非民主问题。因此,结合目前基础教育课程改革对学生主体性的强调来思考教学民主的问题,将成为教学民主理论新的生长点。第四部分为了解教学民主的真实状况,本研究分别对150位教师和250名生进行了问卷调查。教师问卷和学生问卷的内容各有偏向,问卷各包括30个问题,从教学态度和教学行为两个大的方面进行了设计。对问卷调查结果进行分析得知,学生希望得到尊重、平等的对待,期待教学民主,而现实的教学中仍然有不民主或非民主的现象,影响了教学的有效性,制约了教学的正向功能。从认识方面看,教学民主只是一种形式,教师和学生对教学民主的认识都存在一定的问题,把教学民主理解为一种教学方式或可有可无的东西,没有真正理解教学民主对于教学中弱势群体的人性关怀以及在实现学生平等、自主发展方面的价值,更没有看到教学民主对于培养民主社会的民主公民方面的价值。从教学民主的实践看,教师课堂教学权力的行使、学生对教学活动的参与、对师生关系的认识和建立、教学活动的方式等都取决于教师,因而受各种因素的影响,教学民主很容易被异化为一种给予式的民主,其实质是不民主。教学中非民主现象存在的原因在于文化层面,文化中的等级制价值思维方式及统治逻辑的影响；制度层面,受制度的形成、制度的表述、制度的执行当中存在的不民主的制约；观念层面,受观念上的认识如教育目的的社会本位取向、知识为主的教学内容、对教学过程的误解等的影响；素质层面,受教师素质包括教师的教育理论知识、教学能力、教学方法等的限制。第五部分分析了女性主义的内涵、三次浪潮、主要流派及特点。女性主义发展至今,流派众多,但它们都有着共同的追求,即关注两性的差异和平等、追求女性这一弱势群体的公平发展。女性主义与教学民主有着共同的追求,那就是对弱势群体的关注,希望能够改变弱势群体的处境,使其获得公平的发展。在此基础上提出本研究的核心概念解放式教学民主,将其界定为：为了实现师生人性的自由发展,教师在教学过程中通过解放自身和学生的意识和行为,构建师生学习的共同体,尊重每个共同体成员的个体经验,展开平等对话,以此来达成学生对知识的理解和能力的提高的一种教学原则。作为一种教学原则的教学民主在理念及教学方式上规范着教学,其核心在于以人性的自由、公平的发展为价值取向,通过构建师生共同体,以共同体成员之间的解放、尊重和对话为实现方式。体现在：教学目的上,以师生意识的觉醒、人性的自由发展为追求,尤其强调教师的文化觉醒。教学内容上,就知识本身而言,课堂中再也没有绝对正确的知识,有的只是个体的不同体验。不论来自何种种族、性别、阶层的个体,他们都有自己独特而珍贵的体验,教学要以此为基础展开平等主体之间不同经验的分享,让每个学生的声音都得到同等的关注和重视,在心理上得到认同,在认识上得到提升。教学方式上,通过解放师生,展开对话和协商。第六部分解放式教学民主实现的路径。认为解放式教学民主要通过转变师生的教育观念、变革师生的教学实践、弘扬师生的人性来实现。首先要从观念的转变入手,促成师生主体观、平等观、自由观、道德观和权力观等观念的变革。在此基础上,在教学实践中变革教师的实践和学生的实践。最终要通过人性的弘扬,实现教学目的的升华。弘扬师生人性,即追求人性之真：从驯化到解放、人性之善：从片面到和谐、人性之美：从约束到自由。认为三者之间是层层递进的关系,观念转变是前提,教学实践变革是保证,师生人性的弘扬是目的。第七部分提出了解放式教学民主实现的策略。认为女性主义视野中的教学民主着眼于学生的主体性的发挥,关心学生在教学中的积极参与。强调通过解放学生以提升学生的主体地位,从而改变教学中的不民主现象。从实践的角度考虑解放式教学民主的实现,应该重新定位教学活动的各个方面,为教师提供行之有效的策略：基于学生的解放确定教学目标、基于知识的批判解读教学内容、基于民主的原则选择教学方式、基于共同体的构建开展课堂管理、基于关系思维进行教学评价。本研究的创新点在于：一是研究分析模式新,即用女性主义的解放分析模式来进行研究。以往在谈教学民主时多数从教师的角度来谈,学生的主体地位和教学权力没得得到应有的关注；而且多数研究借鉴的是性别分析模式或平等分析模式,对解放分析模式的借鉴几乎属于空白。二是研究内容新。以女性主义与教学民主二者的共契来提出本研究的核心概念并非牵强附会,而是经过大量的文献资料的阅读和深入的思考而得出的结论。研究发现,二者之间存在着共同点：都具有强烈的关注弱势群体的情怀,都强调通过解放来实现发展,都包含意识的解放、实践的解放、人性的解放三个层面。三是主要观点新。在解放的女性主义分析模式下,教学民主不再是因为教师采取所谓的民主方法对待学生的结果,而是教师通过解放学生,让学生自觉自为地意识到解放自我的需要,并积极主动地争取解放,实现教学民主从“给予”到“解放”的转变,从而促成学生平等、自由的发展。
[Abstract]:Teaching democracy is not a new topic, but today, the phenomenon of non democracy in teaching still exists, which has become an important factor restricting the improvement of education and teaching quality. Therefore, it is important to study the problem of teaching democracy in depth to the development of students and the development of school. This study draws on the emancipation analysis model of feminism. To examine the democratic problems in teaching, on the basis of the analysis of the influence of Feminism on teaching and the demand for teaching democracy, we firmly grasp the agreement between feminism and teaching democracy, so as to construct the teaching democracy in the feminist vision - the liberated teaching democracy and the present situation of the teaching democracy and the reasons for its formation. Put forward the realization path and strategy of emancipated teaching democracy.
The full text is divided into seven parts:
The first part is the introduction. It expounds the origin of the study, analyzes the existing research, establishes the purpose and significance of the study, and puts forward the ideas, contents and methods of this study.
The second part of the general meaning of teaching democratic interpretation. In the general sense of teaching democracy is that teachers recognize the main position of the students in the teaching activities, admit the students are the master of learning and have the right to decide their own learning behavior, and take the subject of students' learning as the goal and adopt a democratic way. In the process of active interaction with students, a teaching principle that contributes to the greatest possible development of the students has four characteristics of subjectivity, participation, equality and difference, and the performance of teaching democracy in teaching purposes, teacher-student relations, teaching methods and classroom atmosphere.
The third part of the historical investigation of the educational democratic thought at home and abroad. The historical development of the foreign and domestic teaching democratic ideas is reviewed. Under the influence of the contemporary critical education theory, the foreign research on the problem of teaching democracy is no longer in the external system and form level, but on the back of a variety of unequal phenomena. After that, we try to expose it and change it. This trend of development gives us a revelation that we must rethink the teaching democracy and its realization in a critical way and emancipated analytical model. The domestic teaching democratic ideas are late and are still developing, and there is no systematic theoretical framework. The issues that have been concerned have been educated. Equality, the popularization of education, the democracy of the teacher-student relationship, the democracy of teaching methods, the individualized education and so on. There are many phenomena, but the analysis of the deep reasons behind the phenomenon is not enough, and the non democratic problems in the teaching practice can not be solved. Therefore, the question of teaching democracy is thought on the basis of the emphasis on the students' subjectivity in the course of the curriculum reform of the basic education. The question will become a new growing point of the theory of teaching democracy.
The fourth part is to understand the real situation of teaching democracy. This study conducted a questionnaire survey of 150 teachers and 250 students. The contents of the questionnaire and the questionnaire of the teachers were biased. The questionnaire included 30 questions, and the teaching attitude and teaching behavior were set up in two aspects. We hope to be respected, treated equally and look forward to teaching democracy, and there are still undemocratic or non democratic phenomena in the actual teaching, which affects the effectiveness of teaching and restricts the positive function of teaching. From the perspective of knowledge, teaching democracy is only a form, and teachers and students have certain problems in teaching democracy. Democracy is understood as a kind of teaching method or dispensable thing. It does not really understand the value of teaching democracy to the disadvantaged groups in teaching and the value of realizing students' equality and independent development. It has not seen the value of teaching democracy in the cultivation of democratic public and people in the democratic society. The exercise of teachers' classroom teaching power, the participation of students in teaching activities, the understanding and establishment of the relationship between teachers and students, the way of teaching activities are all dependent on teachers. Therefore, influenced by various factors, teaching democracy is easily alienated into a kind of giving democracy and its essence is not democratic. The reason for the existence of non democratic phenomena in teaching lies in the text. Level, the influence of the way of thinking and the logic of the hierarchical value in culture; the institutional level, the formation of the system, the expression of the system, the undemocratic restriction in the implementation of the system; the conceptual level, the understanding of the concept, such as the orientation of the social standard of educational purposes, the teaching content of the knowledge, and the misunderstanding of the teaching process. At the quality level, it is restricted by teachers' quality, including teachers' educational theory knowledge, teaching ability, teaching methods and so on.
The fifth part analyzes the connotation of feminism, the three wave, the main genres and characteristics. There are many schools in the development of feminism, but they all have a common pursuit, that is, to pay attention to the differences and equality between the sexes and to pursue the fair development of the women's weak group. Feminism and teaching democracy have common pursuit, that is, the weakness is the weakness. The attention of the group hopes to change the situation of the disadvantaged group and make it achieve a fair development. On the basis of this, the core concept of the liberated teaching democracy of this study is put forward as follows: in order to realize the free development of the human nature of the teachers and students, the teachers build the study of teachers and students by emancipating themselves and their students' consciousness and behavior in the course of teaching. The community, respecting the individual experience of each member of the community and developing an equal dialogue in order to reach a teaching principle for students to understand knowledge and improve their abilities. As a teaching principle, the teaching democracy regulates teaching in ideas and teaching methods, and its core is to take the free and fair development of human nature as the value. Through the construction of the community of teachers and students, the emancipation, respect and dialogue among the members of the community are the ways to realize it. It is reflected in the teaching purpose, the awakening of the consciousness of teachers and students, the free development of human nature, especially the cultural awakening of the teachers. In the content of teaching, there is no more correct knowledge in the classroom. There is no more correct knowledge in the classroom. No matter what race, gender, and class individual comes from, they have their own unique and precious experience. Teaching should be based on the sharing of different experiences between the equal subjects, so that each student's voice is given the same attention and attention, the psychological recognition, and the promotion of awareness. In terms of teaching methods, teachers and students can be liberated to initiate dialogue and consultation.
The sixth part is the path of the realization of the liberated teaching democracy. It is believed that the liberated teaching democracy should change teachers and students' teaching practice and carry forward the human nature of teachers and students through changing the educational concept of teachers and students, and carrying forward the human nature of teachers and students. At the same time, the practice of teachers and the practice of the students are changed in the teaching practice. In the end, the promotion of human nature should be carried out to achieve the sublimation of the teaching purpose. To carry forward the human nature of teachers and students, that is, to pursue the truth of human Nature: from domestication to liberation and the good of human nature: from one-sided to harmony, the beauty of human nature: from constraint to freedom. The relationship between the three is a progressive relationship, Conceptual change is the premise, and teaching practice transformation is the guarantee, and the promotion of human nature is the goal.
The seventh part puts forward the strategies for the realization of the liberated teaching democracy. It is considered that the teaching democracy in the feminist vision is focused on the students' subjectivity and the students' active participation in the teaching. It is emphasized that the students' main position can be promoted by emancipating the students to change the undemocratic phenomenon in the teaching. The realization of teaching democracy should relocate all aspects of teaching activities and provide effective strategies for teachers: to determine teaching objectives based on the liberation of students, to interpret teaching content based on critical knowledge, to select teaching methods based on the principle of democracy, to carry out classroom management based on the construction of common body, and to think on the basis of relationship thinking. Teaching evaluation.
The innovation of this study lies in the following: one is the study of the new model of analysis, that is, the model of feminist liberation analysis. In the past, most of the students' subject status and teaching power were not given due attention when talking about teaching democracy, and the majority of the studies were based on the gender analysis model or equal score. The model of analysis of emancipation analysis model is almost blank. Two is the new research content. The core concept of the study is not far fetched, but a conclusion through a large number of literature reading and deep thinking. The study finds that there is a common relationship between the two. All of them have a strong concern for the disadvantaged groups, and they all emphasize the realization of development through emancipation, including the liberation of consciousness, the liberation of practice, and the liberation of human nature. Three is the main point of view. Under the feminist analysis of emancipation, the teaching democracy is no longer the result of the so-called democratic methods for the students to treat the students. By emancipating the students, the teachers let the students consciously realize the need of emancipating themselves, and actively strive for liberation, and realize the transformation of the teaching democracy from "giving" to "liberation", thus contributing to the equality and freedom of the students.

【学位授予单位】：西南大学
【学位级别】：博士
【学位授予年份】：2012
【分类号】：G420

【参考文献】