本文關(guān)鍵詞：關(guān)系網(wǎng)絡(luò)中教師課程權(quán)力的特征及其實(shí)現(xiàn)　出處：《教育研究》2017年08期 　論文類型：期刊論文

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【摘要】：在關(guān)系網(wǎng)絡(luò)思維下,教師課程權(quán)力是一張龐大的網(wǎng)狀結(jié)構(gòu)且處于永恒的交錯(cuò)抵抗中,呈現(xiàn)出有別于傳統(tǒng)教師課程權(quán)力的特征。表現(xiàn)為教師課程權(quán)力與其他要素間密切的聯(lián)系性,教師課程權(quán)力以知識(shí)為載體的間接性,因利益目標(biāo)等的不平衡和相互阻抗表現(xiàn)出的沖突性,在實(shí)施課程權(quán)力的過程中受法度和規(guī)則的制約而呈現(xiàn)出的有序性。在關(guān)系網(wǎng)絡(luò)的視角下,教師課程權(quán)力的實(shí)現(xiàn)需經(jīng)歷從外在賦予到內(nèi)化自控、從刻板奉行到積極揚(yáng)棄、從拒斥反抗到正視沖突、從肆意用權(quán)到有序規(guī)訓(xùn)的過程。
[Abstract]:Under the relationship network thinking, the teacher curriculum power is a huge network structure and is in the eternal staggered resistance. Different from the traditional teachers' curriculum power, teachers' curriculum power is closely related with other elements, and teachers' curriculum power is indirect with knowledge as its carrier. Because of the imbalance of interest objectives and the conflict of mutual impedance, the law and rules restrict the process of implementing curriculum power, which is orderly from the perspective of relational network. The realization of teachers' curriculum power needs to go through the process from external endowing to internalizing self-control, from stereotype to positive sublation, from rejecting resistance to facing up to conflict, from wanton use of power to orderly discipline.
【作者單位】： 吉林大學(xué)高等教育研究所;
【基金】：國(guó)家社會(huì)科學(xué)基金(教育學(xué))青年基金項(xiàng)目“新課程背景下教師課程權(quán)力的社會(huì)學(xué)分析”(項(xiàng)目編號(hào):CHA140173)的研究成果
【分類號(hào)】：G451
【正文快照】： 一、關(guān)系網(wǎng)絡(luò)中的教師課程權(quán)力權(quán)力的概念橫跨自然科學(xué)至人文社會(huì)科學(xué)領(lǐng)域,是人致力于獲得自身所欲之物的程度和能力的體現(xiàn)。近代以來,對(duì)于權(quán)力的探討始終未曾休止,自柏拉圖的《理想國(guó)》至霍布斯的《利維坦》,傳統(tǒng)的西方哲學(xué)家更多地將權(quán)力闡釋為統(tǒng)治階級(jí)的意志體現(xiàn),強(qiáng)調(diào)權(quán)力，

本文編號(hào)：1433918