本文選題：女性主義 + 教學(xué)民主�。� 參考：《西南大學(xué)》2012年博士論文

【摘要】：教學(xué)民主并不是一個(gè)新鮮話題,但時(shí)至今日,教學(xué)中非民主的現(xiàn)象仍然普遍存在,成為制約教育教學(xué)質(zhì)量提升的重要因素。因此,對教學(xué)民主問題進(jìn)行深入的研究,對學(xué)生發(fā)展、學(xué)校發(fā)展有著重要的意義。本研究借鑒女性主義的解放分析模式來審視教學(xué)中的民主問題,在分析女性主義對教學(xué)的影響以及教學(xué)民主訴求的基礎(chǔ)上,緊緊抓住女性主義與教學(xué)民主的契合點(diǎn),以此來構(gòu)建女性主義視野中的教學(xué)民主——解放式教學(xué)民主,并觀照當(dāng)下教學(xué)民主的現(xiàn)狀及形成的原因,提出解放式教學(xué)民主的實(shí)現(xiàn)路徑和策略。 全文共分七個(gè)部分： 第一部分導(dǎo)論。闡述了本研究的緣起,并對已有研究進(jìn)行了分析,確立了本研究的目的及意義,提出本研究的思路、內(nèi)容與方法。 第二部分一般意義上的教學(xué)民主解讀。認(rèn)為一般意義上的教學(xué)民主是指教師在承認(rèn)學(xué)生在教學(xué)活動中的主體地位、承認(rèn)學(xué)生是學(xué)習(xí)的主人并有權(quán)利決定自己的學(xué)習(xí)行為的基礎(chǔ)上,把激發(fā)學(xué)生學(xué)習(xí)的主體性作為目標(biāo),采取民主的方式,在與學(xué)生積極互動過程中促成學(xué)生最大可能的發(fā)展的一種教學(xué)原則。它具有主體性、參與性、平等性和差異性四個(gè)特征,并對教學(xué)民主在教學(xué)目的、師生關(guān)系、教學(xué)方式和課堂氛圍等方面的表現(xiàn)進(jìn)行了闡述。 第三部分國內(nèi)外教學(xué)民主思想的歷史考察。分別對國外和國內(nèi)的教學(xué)民主思想的歷史發(fā)展進(jìn)行了梳理。在當(dāng)代批判教育理論的影響下,國外對教學(xué)民主問題的研究不再停留在改革外在的制度和形式層面,而是深入各種不平等的現(xiàn)象背后,試圖揭露它、改變它。這一發(fā)展趨勢給我們的啟示是：我們必須要用批判的方式、解放的分析模式來重新思考教學(xué)民主及其實(shí)現(xiàn)。國內(nèi)的教學(xué)民主思想起步較晚,目前仍在發(fā)展當(dāng)中,沒有形成系統(tǒng)的理論框架。已經(jīng)關(guān)注的問題有教育的平等、教育的普及、師生關(guān)系的民主、教學(xué)方法的民主、個(gè)性化教育等�，F(xiàn)象揭示多,而對現(xiàn)象背后深層次的原因分析不夠,仍不能解決教學(xué)實(shí)踐中的非民主問題。因此,結(jié)合目前基礎(chǔ)教育課程改革對學(xué)生主體性的強(qiáng)調(diào)來思考教學(xué)民主的問題,將成為教學(xué)民主理論新的生長點(diǎn)。 第四部分為了解教學(xué)民主的真實(shí)狀況,本研究分別對150位教師和250名生進(jìn)行了問卷調(diào)查。教師問卷和學(xué)生問卷的內(nèi)容各有偏向,問卷各包括30個(gè)問題,從教學(xué)態(tài)度和教學(xué)行為兩個(gè)大的方面進(jìn)行了設(shè)計(jì)。對問卷調(diào)查結(jié)果進(jìn)行分析得知,學(xué)生希望得到尊重、平等的對待,期待教學(xué)民主,而現(xiàn)實(shí)的教學(xué)中仍然有不民主或非民主的現(xiàn)象,影響了教學(xué)的有效性,制約了教學(xué)的正向功能。從認(rèn)識方面看,教學(xué)民主只是一種形式,教師和學(xué)生對教學(xué)民主的認(rèn)識都存在一定的問題,把教學(xué)民主理解為一種教學(xué)方式或可有可無的東西,沒有真正理解教學(xué)民主對于教學(xué)中弱勢群體的人性關(guān)懷以及在實(shí)現(xiàn)學(xué)生平等、自主發(fā)展方面的價(jià)值,更沒有看到教學(xué)民主對于培養(yǎng)民主社會的民主公民方面的價(jià)值。從教學(xué)民主的實(shí)踐看,教師課堂教學(xué)權(quán)力的行使、學(xué)生對教學(xué)活動的參與、對師生關(guān)系的認(rèn)識和建立、教學(xué)活動的方式等都取決于教師,因而受各種因素的影響,教學(xué)民主很容易被異化為一種給予式的民主,其實(shí)質(zhì)是不民主。教學(xué)中非民主現(xiàn)象存在的原因在于文化層面,文化中的等級制價(jià)值思維方式及統(tǒng)治邏輯的影響；制度層面,受制度的形成、制度的表述、制度的執(zhí)行當(dāng)中存在的不民主的制約；觀念層面,受觀念上的認(rèn)識如教育目的的社會本位取向、知識為主的教學(xué)內(nèi)容、對教學(xué)過程的誤解等的影響；素質(zhì)層面,受教師素質(zhì)包括教師的教育理論知識、教學(xué)能力、教學(xué)方法等的限制。 第五部分分析了女性主義的內(nèi)涵、三次浪潮、主要流派及特點(diǎn)。女性主義發(fā)展至今,流派眾多,但它們都有著共同的追求,即關(guān)注兩性的差異和平等、追求女性這一弱勢群體的公平發(fā)展。女性主義與教學(xué)民主有著共同的追求,那就是對弱勢群體的關(guān)注,希望能夠改變?nèi)鮿萑后w的處境,使其獲得公平的發(fā)展。在此基礎(chǔ)上提出本研究的核心概念解放式教學(xué)民主,將其界定為：為了實(shí)現(xiàn)師生人性的自由發(fā)展,教師在教學(xué)過程中通過解放自身和學(xué)生的意識和行為,構(gòu)建師生學(xué)習(xí)的共同體,尊重每個(gè)共同體成員的個(gè)體經(jīng)驗(yàn),展開平等對話,以此來達(dá)成學(xué)生對知識的理解和能力的提高的一種教學(xué)原則。作為一種教學(xué)原則的教學(xué)民主在理念及教學(xué)方式上規(guī)范著教學(xué),其核心在于以人性的自由、公平的發(fā)展為價(jià)值取向,通過構(gòu)建師生共同體,以共同體成員之間的解放、尊重和對話為實(shí)現(xiàn)方式。體現(xiàn)在：教學(xué)目的上,以師生意識的覺醒、人性的自由發(fā)展為追求,尤其強(qiáng)調(diào)教師的文化覺醒。教學(xué)內(nèi)容上,就知識本身而言,課堂中再也沒有絕對正確的知識,有的只是個(gè)體的不同體驗(yàn)。不論來自何種種族、性別、階層的個(gè)體,他們都有自己獨(dú)特而珍貴的體驗(yàn),教學(xué)要以此為基礎(chǔ)展開平等主體之間不同經(jīng)驗(yàn)的分享,讓每個(gè)學(xué)生的聲音都得到同等的關(guān)注和重視,在心理上得到認(rèn)同,在認(rèn)識上得到提升。教學(xué)方式上,通過解放師生,展開對話和協(xié)商。 第六部分解放式教學(xué)民主實(shí)現(xiàn)的路徑。認(rèn)為解放式教學(xué)民主要通過轉(zhuǎn)變師生的教育觀念、變革師生的教學(xué)實(shí)踐、弘揚(yáng)師生的人性來實(shí)現(xiàn)。首先要從觀念的轉(zhuǎn)變?nèi)胧?促成師生主體觀、平等觀、自由觀、道德觀和權(quán)力觀等觀念的變革。在此基礎(chǔ)上,在教學(xué)實(shí)踐中變革教師的實(shí)踐和學(xué)生的實(shí)踐。最終要通過人性的弘揚(yáng),實(shí)現(xiàn)教學(xué)目的的升華。弘揚(yáng)師生人性,即追求人性之真：從馴化到解放、人性之善：從片面到和諧、人性之美：從約束到自由。認(rèn)為三者之間是層層遞進(jìn)的關(guān)系,觀念轉(zhuǎn)變是前提,教學(xué)實(shí)踐變革是保證,師生人性的弘揚(yáng)是目的。 第七部分提出了解放式教學(xué)民主實(shí)現(xiàn)的策略。認(rèn)為女性主義視野中的教學(xué)民主著眼于學(xué)生的主體性的發(fā)揮,關(guān)心學(xué)生在教學(xué)中的積極參與。強(qiáng)調(diào)通過解放學(xué)生以提升學(xué)生的主體地位,從而改變教學(xué)中的不民主現(xiàn)象。從實(shí)踐的角度考慮解放式教學(xué)民主的實(shí)現(xiàn),應(yīng)該重新定位教學(xué)活動的各個(gè)方面,為教師提供行之有效的策略：基于學(xué)生的解放確定教學(xué)目標(biāo)、基于知識的批判解讀教學(xué)內(nèi)容、基于民主的原則選擇教學(xué)方式、基于共同體的構(gòu)建開展課堂管理、基于關(guān)系思維進(jìn)行教學(xué)評價(jià)。 本研究的創(chuàng)新點(diǎn)在于：一是研究分析模式新,即用女性主義的解放分析模式來進(jìn)行研究。以往在談教學(xué)民主時(shí)多數(shù)從教師的角度來談,學(xué)生的主體地位和教學(xué)權(quán)力沒得得到應(yīng)有的關(guān)注；而且多數(shù)研究借鑒的是性別分析模式或平等分析模式,對解放分析模式的借鑒幾乎屬于空白。二是研究內(nèi)容新。以女性主義與教學(xué)民主二者的共契來提出本研究的核心概念并非牽強(qiáng)附會,而是經(jīng)過大量的文獻(xiàn)資料的閱讀和深入的思考而得出的結(jié)論。研究發(fā)現(xiàn),二者之間存在著共同點(diǎn)：都具有強(qiáng)烈的關(guān)注弱勢群體的情懷,都強(qiáng)調(diào)通過解放來實(shí)現(xiàn)發(fā)展,都包含意識的解放、實(shí)踐的解放、人性的解放三個(gè)層面。三是主要觀點(diǎn)新。在解放的女性主義分析模式下,教學(xué)民主不再是因?yàn)榻處煵扇∷^的民主方法對待學(xué)生的結(jié)果,而是教師通過解放學(xué)生,讓學(xué)生自覺自為地意識到解放自我的需要,并積極主動地爭取解放,實(shí)現(xiàn)教學(xué)民主從“給予”到“解放”的轉(zhuǎn)變,從而促成學(xué)生平等、自由的發(fā)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.

【學(xué)位授予單位】：西南大學(xué)
【學(xué)位級別】：博士
【學(xué)位授予年份】：2012
【分類號】：G420

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