本文選題：課堂場域　切入點(diǎn)：話語權(quán)力　出處：《廣西師范大學(xué)》2015年碩士論文

【摘要】：作為當(dāng)今人文社會(huì)學(xué)科領(lǐng)域中的重要概念,話語為教育學(xué)領(lǐng)域的研究提供了獨(dú)特的研究視角。話語的存在使師生的課堂交流成為可能。課堂是社會(huì)的子系統(tǒng),其中也存在著權(quán)力的沖突和斗爭,教師話語權(quán)力在這個(gè)場域中占據(jù)著優(yōu)勢地位。傳統(tǒng)教學(xué)方式下的教師話語權(quán)力抑制了班集體的生命力,阻礙了學(xué)生的個(gè)性發(fā)展。新的教學(xué)理念要求教育工作要以育人為本,尊重學(xué)生的主體地位,發(fā)揮學(xué)生的主動(dòng)性,這使教師話語權(quán)力在課堂場域中的地位和效果發(fā)生了微妙的變化。這就需要重新審視教師話語權(quán)力,從社會(huì)學(xué)、語言學(xué)等不同的學(xué)科視角深入解讀當(dāng)前的教師話語權(quán)力。本研究主要采用了課堂志和話語分析的研究方法。首先在河南省SY學(xué)校進(jìn)行了為期兩個(gè)月的實(shí)地調(diào)研,通過對SY學(xué)校日常的課堂生活進(jìn)行參與式觀察和半結(jié)構(gòu)式訪談,收集到了詳實(shí)可靠的一手資料后,利用話語分析的方法對文本資料進(jìn)行了分析和研究。重點(diǎn)探索教師話語權(quán)力在課堂場域中的運(yùn)作和功能。全文共有以下幾個(gè)部分：導(dǎo)論部分主要闡述了本論文的選題緣由和意義,綜述了本論文在國內(nèi)外的研究現(xiàn)狀,說明了本論文的研究方法和過程。第1章作為本研究的基礎(chǔ),界定了本論文的兩個(gè)核心概念：課堂場域和教師話語權(quán)力；論述了本論文的兩個(gè)理論基礎(chǔ)：�？碌脑捳Z理論和布迪厄的社會(huì)實(shí)踐理論。在已有相關(guān)研究的基礎(chǔ)上,本論文將課堂場域界定為課堂中教師和學(xué)生之間、學(xué)生與學(xué)生之間復(fù)雜多變的位置關(guān)系的多元關(guān)系網(wǎng)絡(luò)；把教師話語權(quán)力理解教師話語具有的使課堂場域中行動(dòng)者行為發(fā)生改變的影響力。第2章是本文研究的核心,由四個(gè)部分構(gòu)成。課堂場域可以分為物理場域和意義場域,教師和學(xué)生是課堂場域中的行動(dòng)者。本章第一部分介紹了教師話語權(quán)力運(yùn)作的平臺——由時(shí)間的分配和教室的布置構(gòu)成的課堂的物理場域；第二部分分析了討論課和新授課這兩類最常見課型的課堂記錄,對課堂意義場域中的教師話語權(quán)力進(jìn)行了“深描”；第三部分描述了老師和學(xué)生在課堂場域中的表現(xiàn),筆者認(rèn)為教師話語權(quán)力是一種客觀存在,對課堂的控制可以保證教學(xué)的順利進(jìn)行,權(quán)力的過分使用卻抑制了課堂的活力和學(xué)生的自主能動(dòng)性。在教師話語權(quán)力規(guī)訓(xùn)下,學(xué)生在課堂上的發(fā)言出現(xiàn)“無聲”和“獨(dú)自無群”的現(xiàn)象,老師培養(yǎng)出來的好學(xué)生實(shí)際是課堂場域中的“順民”,而對教師的話語權(quán)力,學(xué)生并不是毫無反應(yīng),他們采取了一種間接無聲的反抗方式。教師話語權(quán)力的存在對教師自身也造成了很大的影響。第四部分論述了教師話語權(quán)力運(yùn)作的方式。通過研究,筆者認(rèn)為,課堂場域中的教師話語權(quán)力有隱性和顯性兩種,顯性的話語權(quán)力又可以分為柔性的和剛性的兩種,剛性的教師話語權(quán)力最容易引起師生正面沖突。課堂場域中除了教師話語權(quán)力的下行,也有學(xué)生話語權(quán)力的上行,但是權(quán)力的上行很難達(dá)到行動(dòng)者預(yù)期的目的。第3章從社會(huì)實(shí)踐理論和權(quán)威理論兩個(gè)不同的視角對教師話語權(quán)力的資本進(jìn)行了解構(gòu)。從社會(huì)實(shí)踐理論視角下來看,課堂場域中教師占有的資本可以分為經(jīng)濟(jì)資本、文化資本和社會(huì)資本。相對于學(xué)生,經(jīng)濟(jì)資本和文化資本是教師獨(dú)占的,這兩種資本使教師處于優(yōu)勢地位,但是課堂場域中的社會(huì)資本卻是師生皆有的,這種資本往往被學(xué)生用來反抗老師。從權(quán)威理論的視角來看,教師話語資本由教育制度、傳統(tǒng)風(fēng)俗、知識和資歷四個(gè)方面構(gòu)成。第4章探討了如何合理運(yùn)用教師話語權(quán)力這一問題,筆者認(rèn)為可以通過改變傳統(tǒng)教師話語觀念；消除教師話語霸權(quán)的現(xiàn)象,形成教師話語權(quán)威；把“獨(dú)白式”的課堂轉(zhuǎn)為對話式的這三方面來避免教師話語權(quán)力的否定、消極方面,發(fā)揮教師話語權(quán)力的積極、肯定作用,從而營造和諧有序的課堂生活環(huán)境。最后,在結(jié)語部分總結(jié)了本論文的研究觀點(diǎn),反思了本研究的不足和仍舊存在的問題,明確了本論題進(jìn)一步研究的方向。
[Abstract]:As an important concept in the humanities and Social Sciences in the field of discourse provides a unique perspective for educational research field. The existence of discourse so that teachers and students classroom communication possible. The classroom is the social system, there are conflicts and power struggles, the discourse power of the teacher to occupy a dominant position in this field in the traditional teaching mode. The discourse power of the teacher under the suppression of the class collective vitality, hinder the development of students' personality. The new teaching idea requires education to education, respect students' subject status, the initiative of students, which makes a subtle change in position and effect in the classroom field the discourse power of the teacher. It is necessary to re-examine the discourse power of the teacher, from sociology, linguistics and other disciplines from different perspectives to in-depth interpretation of the discourse power of the teacher at present. This research mainly adopts The analysis of classroom discourse and the research methods. The first survey for a period of two months at the SY school in Henan Province, participatory observation and semi-structured interviews through classroom life daily to SY school, to collect detailed and reliable first-hand information, using the method of discourse analysis is analyzed research on text information. And focuses on the operation and function of the discourse power of the teacher in the classroom field. This thesis consists of the following parts: the introduction part mainly elaborates the reason and significance of the topic, research status at home and abroad are reviewed in this paper, the research methods and process of this thesis. The first chapter as the basis of this study, defines two core concepts of this thesis: the classroom field and the discourse power of the teacher; discusses the two theoretical foundation of this thesis: Foucault's discourse theory and Bourdieu's theory of social practice The practice of theory. On the basis of the relevant study, this paper will define the classroom field for teachers and students in the classroom, the complex relationship network multi position relationship between students and students; to understand the discourse power of the teacher teacher talk with the Bank of China class field moving behavior change influence. The second chapter is the core of this paper, which is composed of four parts. The class field can be divided into physical field and meaning field, teachers and students are in the classroom field actors. The first part of this chapter introduces the physical field of the discourse power of the teacher operation platform class composed of time allocation and layout of the classroom the second part analyzes the discussion course; and the two most common types of new teaching classes classroom record, on the significance of the discourse power of the teacher class in the field of "deepdescription"; the third part describes the old Teachers and students in the classroom field, the author thinks that the discourse power of the teacher is a kind of objective existence, the classroom control can guarantee the smooth progress of teaching and the excessive use of power but inhibited the autonomy of the vitality of the classroom and students. In the discourse power of the teacher discipline, students in the classroom to speak "silent" and "alone group" phenomenon, a good student teacher training is actually in the classroom field, "obedient" of teachers and students' discourse power, no reaction, they took an indirect way. There are silent against the discourse power of the teacher of teachers caused a great impact. The fourth part discusses the way of teachers' discourse power operation. Through the research, the author believes that the discourse power of the teacher in the classroom field there are two kinds of implicit and explicit, dominant discourse power and the Two kinds of flexible and rigid rigid, the discourse power of the teacher is most likely to cause the teacher-student confrontation. The classroom field in addition to the uplink downlink discourse power of the teacher, students also have the discourse power, but the power of the uplink is difficult to achieve the desired purpose. In the third chapter, the actor's Deconstruction of the discourse power of the teacher from the capital the social practice theory and the authority theory of two different perspectives. From the theory of social practice perspective, teachers occupy the capital can be divided into the classroom in the field of economic capital, cultural capital and social capital. With respect to students, economic and cultural capital of teachers is exclusive, these two kinds of capital so that teachers in a dominant position, but class in the field of social capital is the capital of all teachers and students, students tend to be used against the teachers. From the perspective of the theory of authority, teacher talk of capital by the education system, the traditional Customs, the four aspects of knowledge and qualifications. The fourth chapter discusses how to use the discourse power of the teacher of this problem, I think we can by changing the traditional concept of teacher talk; eliminate the teachers discourse hegemony phenomenon, the formation of teachers' discourse authority; the "monologue" class to dialogue to avoid these three aspects no, the discourse power of the teacher's negative aspects, the discourse power of the teacher play a positive, positive effect, so as to create a harmonious and orderly classroom environment. Finally, the conclusion part summarizes the research ideas of this paper, reflects on the deficiencies of this study and problems, a clear direction for further research in this thesis.

【學(xué)位授予單位】：廣西師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2015
【分類號】：G622.4

【參考文獻(xiàn)】

相關(guān)期刊論文 前1條

1 劉生全;;論教育場域[J];北京大學(xué)教育評論;2006年01期

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本文編號：1723609