学生符号世界的城乡区隔——时空的视角

发布时间：2018-05-29 05:11

本文选题：时空 + 城乡　；参考：《教育研究与实验》2011年04期

【摘要】：伯恩斯坦的社会语言编码理论认为阶级制度通过不同类型的家庭作用于孩子言语的深层结构中,从而在符号类型、社会结构与经验构建之间建立了基本联系。本文则从"时空"的视角出发分析并指出了城乡时空结构与学生符号系统之间的联系:乡村学生基于乡土社会循环的时间观形成了以"现在"为时间取向的"看"的世界,其符号表达感性、生动、具体,具有特殊性、罗列性和武断性;城市学生基于都市社会变化的时间观形成了以"未来"为时间取向的"想"的世界,其符号表达明确、理性、抽象,具有普遍性、系统性和逻辑性。两者的表达与思维差异将会影响相互之间的理解、交往和共处,更会让前者游离于社会转型的结构之外。
[Abstract]:Bernstein's sociolinguistic coding theory holds that class system acts on the deep structure of children's speech through different types of families, thus establishing a basic relationship between symbolic type, social structure and experience construction. This paper analyzes and points out the relationship between urban and rural space-time structure and student symbol system from the perspective of "time and space": rural students' time view based on the local social cycle forms a world of "looking" with the "present" as the time orientation. Its symbol expression is perceptual, vivid, concrete, special, exhaustive and arbitrary. Urban students form a world of "thinking" with the time orientation of "future" based on urban social changes, and their symbols express clearly and rationally. Abstract, universal, systematic and logical. The difference of expression and thinking between them will affect the understanding, communication and coexistence of each other, and make the former deviate from the structure of social transformation.
【作者单位】：南京师范大学教育社会学研究中心;
【基金】：全国教育科学“十一五”规划2010年度国家青年基金课题“学校教育过程的阶层化研究”(CAA100110) 江苏高校哲学社会科学重点研究基地南京师范大学教育社会学研究中心重大项目“社会转型期学校生活的社会学研究”的成果之一
【分类号】：G40

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