论知识准入课程中的国家介入

发布时间：2018-05-02 00:51

本文选题：知识 + 课程　；参考：《湖南师范大学》2007年博士论文

【摘要】： 课程内容始终是教育的核心。因为，什么知识能够进入课程、进入课程的是什么知识，在本质上决定了培养的是什么人，或者反过来说，国家要培养什么样的人，在很大程度上是由学习哪些课程知识来决定的。所以，在知识准入课程的过程中，国家必然会介入其中。那么，国家介入课程知识准入过程的深层原因究竟是什么，它是如何介入的，介入过程中是否会遇到其他利益群体的抵制，国家不恰当介入可能带来哪些问题，如何使国家介入更趋合理，对这一系列问题的疑虑，恰好成为了本研究关注的焦点。本研究认为，课程知识准入的过程不是一个简单的技术流程，而是一个错综复杂的社会过程。研究以知识社会学为理论基础，从知识与权力的关系出发，通过对具体教科书和课程政策文本的话语分析，并结合古今中外的课程个案，对国家介入课程的原因、过程和对策进行了全面、系统而深入的社会学审视。破除了国家介入课程完全“客观中立”、“价值无涉”的神话，揭示了国家如何使其介入合法化的深层策略，剖析了国家与其他利益群体就课程知识准入展开博弈的具体过程，并在认可国家介入课程必要性和合法性的基础上，提出了促使国家介入走向合理的社会策略与课程策略。全文共分五章。第一章：导论。知识的浩瀚无边与课程容量的有限性，决定了我们必须要对课程内容进行选择，选择什么样的知识进入课程，谁来选择呢?对这些实践问题的思考是促使本选题产生的现实根源。而知识社会学特别是新教育社会学对课程与社会、知识与权力、课程与社会控制等问题的思考以及由此而积累的前期研究成果，则成为了本研究得以产生和继续的理论根基。第二章原因分析：国家为何而介入。一个国家的存在，至少要特别思考和处理以下四个方面的问题，即社会的发展、政权的稳定、权力的行使以及主流文化的传播。而课程是促进个体社会化的符号媒介、是政治权力合法化的思想基础、是国家权力的微观表达、是传播支配集团身份文化的主流载体。课程对国家继续存在和发展的重要性决定了国家必然会介入其中。第三章过程分析：国家如何来介入。课程知识的选择从宏观到微观一般要经历以下环节：确立教育目标——制订教育政策——编制课程标准——编写教科书——审查教科书。与此相对应，国家依次会通过建构知识、确定课程知识准入的“依据”、精心挑选代言人、严格审定教科书等介入到课程知识准入的过程中来，这既是国家介入的具体过程，同时也是国家介入的基本策略。第四章博弈分析：国家介入中的斗争。在国家介入的过程中，会遇到其他社会力量的抵制和反抗，知识准入课程既是国家介入的过程，也是多方利益集团斗争和博弈的过程。以国家作为博弈主体，它参与的课程博弈类型包括支配集团内部的博弈、支配集团与被支配集团之间的博弈、政治精英与学术精英之间的博弈以及支配集团与学生之间的博弈。最终，妥协成为各方博弈的优选策略，而课程，成为了博弈后妥协的结果和体现。但无论国家介入面临怎样的挑战，其绝对的博弈优势决定了它必然会成为课程博弈的主要收益方。第五章策略分析：国家介入如何更趋合理。课程一旦成为官方知识的载体，那么它极易导致学生自由的丧失以及本土知识的消失，并引发对课程公平的伤害。对此，解决的策略不在于要彻底解构国家的权力，完全消解国家介入，而是以“社会”来制约权力，即通过来自社会领域的组织、力量等社会性因素，对作为特殊公共权力的国家权力构成制约，从而使国家对课程的介入更为合理。具体就课程实践而言，我们也可以通过关注教科书的话语分析、建立多元依赖的课程共同体、重视教科书中的隐性课程等方式，，来发现、避免和防止国家对课程的不合理介入。
[Abstract]:The content of the course is always the core of education. Because what knowledge can enter the curriculum, what knowledge is entered into the course, what is the person in essence, or, in turn, what kind of people the state wants to train and what course knowledge is learned to a large extent. So, in the course of knowledge access courses. The state will inevitably intervene in it. Then, what is the deep reason for the state involvement in the course of knowledge access, how it intervenes, whether it will meet the resistance of other interest groups in the process of intervention, what problems may bring about by the inappropriate intervention of the state, and how to make the state intervene more reasonably, and doubt about this series of questions, It happened to be the focus of this research.
This study believes that the course knowledge access process is not a simple technological process, but a complicated social process. The study takes the knowledge sociology as the theoretical basis, starting from the relationship between knowledge and power, through the discourse analysis of the text of specific textbooks and curriculum policy, and combining the case of the ancient and modern courses to the country. The reasons, the process and the Countermeasures of the intervening course have been carried out in a comprehensive, systematic and deep sociological examination. The myth of "objective neutrality" and "value free" in the state intervening course has been removed, and the deep strategy of how the state to legitimize its intervention is revealed, and the game between the state and other interest groups on the access of curriculum knowledge is dissects. On the basis of the necessity and legitimacy of intervening in the curriculum, the author puts forward the social strategies and curriculum strategies to promote national intervention.
The full text is divided into five chapters.
Chapter 1: introduction. The immensity of knowledge and the limited capacity of the curriculum determine that we must choose the content of the course, choose what kind of knowledge to enter the course, who will choose it? The thinking of society, knowledge and power, curriculum and social control, as well as the previous research results accumulated, have become the theoretical foundation for this study to be produced and continued.
The second chapter is the reason analysis: why is the state intervened. The existence of a country must at least consider and deal with the following four aspects, namely, the development of the society, the stability of the regime, the exercise of power and the spread of the mainstream culture. The micro expression of the family power is the mainstream carrier to spread the culture of the group identity. The importance of the curriculum to the continued existence and development of the country determines that the country will inevitably intervene.
The third chapter process analysis: how does the country intervene. The selection of curriculum knowledge from macro to microcosmic needs to go through the following links: to establish educational goals - to formulate educational policies - to compile curriculum standards - to compile textbooks - to review textbooks. In contrast, the state will, in turn, establish knowledge to determine the access to curriculum knowledge. It is not only the specific process of the state intervention, but also the basic strategy of the state intervention.
The fourth chapter Game Analysis: the struggle in the state intervention. In the process of state intervention, it will meet the resistance and resistance of other social forces. The course of knowledge access is not only the process of national intervention, but also the process of the struggle and game of multi interest groups. The game of the Department dominates the game between the group and the dominant group, the game between the political elite and the academic elite and the game between the group and the students. Finally, the compromise becomes the optimal strategy of the game, and the curriculum becomes the result and embodiment of the compromise after the game. However, no matter what the national intervention is facing, it is absolute. The advantage of game determines that it will become the main beneficiary of curriculum game.
The fifth chapter is a strategic analysis: how is the state intervention more reasonable. Once the curriculum becomes the carrier of official knowledge, it will easily lead to the loss of students' freedom and the disappearance of local knowledge, and cause harm to the fairness of the curriculum. The solution is not to completely deconstruct the power of the country, completely eliminate the state intervention, but to " Society "restricts power, that is, through social factors from the social field, power and other social factors, it restricts the state power as a special public power, so that the state's intervention in the curriculum is more reasonable. As for the curriculum practice, we can also establish a multi dependent curriculum by paying attention to the discourse analysis of the textbook. In the same way, we should attach importance to hidden curriculum in textbooks and find ways to avoid and prevent unreasonable intervention in the curriculum.

【学位授予单位】：湖南师范大学
【学位级别】：博士
【学位授予年份】：2007
【分类号】：G423

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