表扬与规训—从教育中的过度表扬论起

发布时间：2018-01-26 23:47

本文关键词： 过度表扬表扬规训经验体验　出处：《杭州师范大学》2014年硕士论文　论文类型：学位论文

【摘要】：我们常常会觉得表扬是一种对学生伤害较少的教育方式，而这一观念更多的是源自与惩罚的对比。我们却很少去关注和反思表扬这种教育教学方式的真实价值和意义，只是一味的去探寻表扬如何高效的使用，如何能够更好的达到预期的目标。最新一轮课程改革的实施，将一种新的教育理念浸入了教育实践中，面对两种教育理念，教师也陷入了一种两难的境地，教师对这一困境的克服便产生了过度表扬现象。然而，这一现象的产生并非简单地意味着教师对困境的克服、对新教育理念的接受，它的产生是表扬长期“异化”的结果，是一种“规训化”的表现。因此，从过度表扬这一现象可以折射出表扬的真实本质和价值意义。第一章主要阐述了论文选题的缘起和本研究的理论与实践意义，并以横向（以视角、学科/方向为主线）与纵向（以表扬的涵义谱系为主线）相结合的方法（标准）对文献进行梳理总结。希冀能够对已有研究做出全面深入的总结，从而使本研究更有价值。第二章主要是从已有的文献出发，从纵向方面总结表扬的五种涵义，分析表扬涵义的变化，进而形成表扬涵义的系谱。并对五个不同的涵义分别进行分析，揭示其内在的运作机制和潜在的意义。第三章主要在第二章分析的基础上，从表扬涵义系谱的整体出发，进而从表扬作为一种工具性手段的“异化”过程、表扬作为一种控制性手段和表扬作为一种教育影响三个方面对表扬进行详细的论述和反思，从而揭示出当前表扬的本质。第四章主要分析当前表扬“异化”的结果——过度表扬，对其进行分类及对其产生的原因进行深入分析。第五章主要借助福柯之眼，从规训视角对表扬进行深入的分析。具体从理论层面，分析表扬的“规训化”一方面缘于两种教育理念共存，另一方面则缘于手段与目的的二元对立。其最根本的还是在于传统教育理念根深蒂固。主体层面，从师生之间、生生之间和学生自我内部这三个角度分别论述了表扬的“规训化”的学术书写环境、价值书写环境和伦理判断环境。技术层面，则从层级监视、规范化裁决和检查三种机制来探寻表扬在课堂中的技术机制构成和运作方式，从而使表扬的“规训化”本质清晰可见。同时，表扬并非都具有教育意义，，表扬是师生二元对立关系的功利表现和表扬是一种规训的结论便从上述的三种视角下自然显现出来。第六章主要从方法论的视角，借助后现代课程教育观，从教育中存在的观念悖论出发，从而探寻建构表扬教育意义的方法和路径。经验和体验是当前建构表扬教育意义的可行方法和路径。
[Abstract]:We often feel that praise is a less harmful form of education for students. However, we seldom pay attention to and reflect on the true value and significance of praise as a teaching method, and only blindly explore how to use praise efficiently. How to better achieve the expected goal. The implementation of the latest round of curriculum reform, a new concept of education into the practice of education, facing the two educational concepts, teachers are also in a dilemma. However, the phenomenon does not simply mean that teachers overcome the dilemma and accept the new educational concept. Its emergence is the result of long-term "alienation" of praise and the expression of "discipline". Therefore, the phenomenon of excessive praise can reflect the true essence and value significance of praise. The first chapter mainly describes the origin of the topic and the theoretical and practical significance of this study, and horizontal (from the perspective of the perspective). Subject / direction as the main line) and vertical (with the meaning of praise as the main line) methods (standards) to comb and summarize the literature, hoping to be able to make a comprehensive and in-depth summary of existing research. So that this study is more valuable. The second chapter is mainly from the existing literature, from the vertical aspects of the five connotations of praise, analysis of the meaning of praise changes, and then form the pedigree of the meaning of praise, and analyze the five different meanings. Reveal its internal operating mechanism and potential significance. The third chapter is mainly based on the analysis of the second chapter, from the whole meaning of praise, and then from the praise as a tool means of "alienation" process. Praise as a means of control and praise as a kind of educational impact of the three aspects of praise detailed discussion and reflection, so as to reveal the nature of the current praise. Chapter 4th mainly analyzes the result of dissimilation of praise-excessive praise, classifies it and causes it. Chapter 5th, with the help of Foucault's eyes, makes an in-depth analysis of praise from the perspective of discipline. Specifically, from the theoretical level, it analyzes the "discipline" of praise on the one hand because of the coexistence of two educational concepts. On the other hand, it is due to the dualistic opposition between means and ends. The most fundamental reason is that the traditional educational concept is deep-rooted, subject level, between teachers and students. This paper discusses the academic writing environment, the value writing environment and the ethics judgment environment of praise from the three angles of students' self-discipline and students' self-discipline, and the technical level is monitored from the level. Standardized adjudication and inspection of three mechanisms to explore the technical mechanism of praise in the classroom composition and operation, so that the "discipline" nature of praise is clearly visible. At the same time, praise is not all of educational significance. Praise is the utilitarian manifestation of dualistic relationship between teachers and students and the conclusion that praise is a discipline appears naturally from the above three angles of view. Chapter 6th mainly from the perspective of methodology, with the help of post-modern curriculum education, starting from the concept of education in the paradox. Experience and experience are the feasible methods and paths to construct the significance of praise education.
【学位授予单位】：杭州师范大学
【学位级别】：硕士
【学位授予年份】：2014
【分类号】：G40

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