批判与重构—教育场域的教师话语研究

发布时间：2018-05-26 02:06

本文选题：话语 + 话语权　；参考：《东北师范大学》2010年博士论文

【摘要】： 以语言为中心并结合多个学科视角的话语分析在近些年逐渐成为人文社会学科领域研究备受瞩目的方法。这使得话语在当今人文社会科学领域成为一个十分重要的概念,为各学科领域开拓了新的研究视角和研究范式。而且,近年来教师研究领域的确出现了诸多新鲜话语,这体现了教师研究领域的活力;但每一个时期教师话语研究都有突破口,在这些新鲜的话语背后往往还存在着许多并不令人乐观的深层问题,这需要不断地反思和重构,以此促进教师理论研究的更好发展。因此,本研究试图通过对话语理论的深入解读,在明确教师话语的内涵、分类、特征等基本问题基础上,借助其它相关学科如哲学、社会学、解释学等学科视角和关系思维的方法,深入挖掘当前我国的教育话语,教师的教学话语、课程话语和个体性话语存在的现实问题与原因,最后提出建构和谐的教师话语策略及保障条件,并对教师话语的理想诉求进行了论述。论文主要从以下几个部分展开研究。第一部分作为本研究的基础,主要从教师话语冲突、教师话语迷失、教师教育研究存在的盲点、课程改革需要、个人研究旨趣等方面阐述了论文的研究缘由;从教学话语创新、促进师生对话交往、为教育决策提供参考、深化教育研究、拓宽教师研究的视角分析了本论文的研究价值;最后,介绍了本论文的研究思路和方法、论文的创新之处和国内外研究的现状。第二部分首先对本研究涉及的基本概念如话语、话语权、教师话语、教育话语以及教育场域等进行了纵向考察和初步界定。对于与教师话语研究密切相关的话语、教师话语、教育话语的特征与分类以及教师话语与知识类型、教师话语与教师身份的关系等进行了全面而详细的论述。第三部分主要是借鉴哲学、社会学、解释学等相关学科的理论或研究视角,对能够为话语或教师话语研究提供理论支持或指导的相关理论,如对话理论、权力—话语理论、场域—关系理论、交往行为与话语理想情境理论、教师的压迫与解放理论、教师形象与课程话语权利的关系理论等进行了深入的挖掘和系统的介绍。第四部分主要是对当前我国的教育话语的现状进行了现代性的批判,对我国当前教育话语存在的问题展开了深入的反思,认为我国教育话语主要存在着官方话语霸权,学术话语贫困,民众话语缺失,理论话语失真等问题。在此基础上,提出了我国教育话语的重建策略。即第一,突破权力话语框架,让教育话语多元化;第二,反思科学理性话语,让教育话语在生活中生成;第三,倡导教育的民众话语,让言说者表达自己的心声;第四,回归真实的教育话语。笔者认为,对我国教育话语的否思性解读是研究教师话语的一个重要前提和基础。第五部分作为本研究的核心,对教师的教学话语的内涵、分类,教师教学话语存在的两个最主要的问题—话语霸权和话语失却的表现及根源都作了深入而系统地探讨,并提出了解决教师教学话语失范的对策,即转变话语观念,消解教师话语中心,建立教师与学生的主体间关系,提倡教师对话教学,倡导教师教学话语的后现代转型。第六部分主要阐释了教师课程话语权利问题。认为教师的课程话语权利主要包括教师决策话语权、教师设计话语权、实施话语权和评价话语权四个部分。教师的课程话语存在着教师决策话语高高在上,教师设计话语难以逾越,教师课程实施话语虚假失真,评价话语偏离教师等问题。并对出现这种现象的原因进行内外两方面因素的分析,最后提出了教师课程话语权利的赋予和维护两种策略来解决教师课程话语权利存在的问题。第七部分从教师个体的角度出发,分析了教师个体性话语的内涵、现状,对教师个体性话语的特殊性进行了描述,在此基础上,对教师个体性话语失落的原因和回归策略进行了重点论述。第八部分主要从教师话语和谐的条件和环境出发,提出我国目前理想的教师话语诉求包括宽容的教师话语、自由的教师话语以及民主的教师话语。最后,在结语部分对研究的观点、理论建构、研究结论进行了系统的总结。对研究的不足进行了反思。提出了一些思考和在后续研究中可能涉及的问题,为进一步研究该论题明确了方向。
[Abstract]:The discourse analysis in the field of humanities and social science has become a very important concept in the field of humanities and social sciences .

The first part , as the basis of this study , mainly expounds the research reasons of the thesis from the aspects of teacher ' s discourse conflict , teacher discourse loss , teacher ' s education research , curriculum reform needs , personal research interest and so on . It also introduces the research value of this paper from the teaching discourse innovation , promotes the teacher - student dialogue communication , provides reference for the educational decision - making , deepen the education research and widen the teacher ' s research perspective . Finally , the author introduces the research thinking and method of this thesis , the innovation of the thesis and the present situation of the research at home and abroad .

In the second part , the basic concepts , such as discourse , discourse right , teacher discourse , educational discourse and educational field , are investigated and preliminarily defined in the second part . The discourse , teacher ' s discourse , the characteristics and classification of the educational discourse , the relationship between teacher ' s discourse and the type of knowledge , teacher ' s discourse and teacher ' s identity are discussed in detail .

The third part mainly refers to the theory or research perspective of the relevant subjects such as philosophy , sociology , and explanation , and provides theoretical support or guidance for discourse or teacher discourse research , such as dialogue theory , power - discourse theory , field - relation theory , communication behavior and discourse ideal situation theory , teacher ' s oppression and liberation theory , teacher image and curriculum discourse right relationship theory , etc .

The fourth part is mainly to criticize the present situation of educational discourse in our country , and deeply reflect on the existing problems in our country ' s current educational discourse . On this basis , the author puts forward the reconstruction strategy of educational discourse in China .

The fifth part , as the core of this study , makes an in - depth and systematic study on the connotation , classification and teachers ' teaching discourse of teachers ' teaching discourse , and puts forward some countermeasures to solve the problem of teacher ' s teaching discourse , namely , changing the concept of discourse , resolving the teacher ' s discourse center , establishing the relationship between teachers and students , promoting teacher dialogue teaching , and advocating the post - modern transformation of teacher ' s teaching discourse .

The sixth part mainly explains the question of teacher ' s curriculum discourse right . It is believed that the teacher ' s curriculum discourse right mainly includes four parts of teacher ' s decision - making discourse right , teacher ' s design discourse right , implementation discourse right and evaluation discourse right .

In the seventh part , from the perspective of teacher ' s individual , the connotation and present situation of teacher ' s individual discourse are analyzed , and the particularity of teacher ' s individual discourse is described . On this basis , the reason and the regression strategy of teacher ' s individual discourse loss are discussed .

In the eighth part , based on the condition and environment of teacher ' s discourse harmony , the author puts forward that the current ideal teacher ' s discourse of teachers includes the teacher ' s discourse , the free teacher ' s discourse and the democratic teacher ' s discourse .

Finally , the conclusion of the study is systematically summarized in the conclusion of the conclusion of the study , and the deficiency of the research is reflected . Some thoughts and possible problems in the follow - up study are put forward , so as to further study the direction of the topic .
【学位授予单位】：东北师范大学
【学位级别】：博士
【学位授予年份】：2010
【分类号】：G40

【引证文献】