中学课堂教学中教师话语合理性构建研究
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摘要
话语,特别是教师话语是课堂教学的重要工具,是课堂教学得以完成的必要手段,可以说离开了话语课堂教学就难以进行。因此,课堂教学中教师话语的研究也受到越来越多的重视。中学课堂教学中教师话语的合理与否,直接关系着学生的发展以及教学质量的提高。因此,有必要对中学课堂教学中教师话语合理性进行探讨,以期对学生的培养和教师自身的发展起到一定的指导和促进作用。
本论文共分为六个部分:
第一部分,前言。论述了本研究的缘起、相关文献综述和研究设计。
第二部分,从中学课堂教学中教师话语合理性的涵义、合理性的依据以及合理性的表现形式三个方面阐释了中学课堂教学中教师话语合理性的内涵。
第三部分,分析中学课堂教学中教师话语合理性构建的理论基础、条件,提出对中学课堂教学中教师话语合理性进行构建的策略。
第四部分,根据中学课堂教学中教师话语合理性的内涵,指出中学课堂教学中教师话语存在的问题。教师话语的现存问题主要有两个方面——教师独占话语和教师个体性话语的失却。
第五部分,分析中学课堂教学中教师独占话语以及教师个体性话语的失却的原因。主要原因有社会权力的结构关系、传统知识观的影响、现实教育制度的影响、传统课程制度的产物和教师自身的因素。
第六部分,为了实现中学课堂教学中教师话语的合理性,针对上述教师话语存在的问题,提出促进中学课堂教学中教师话语合理使用的对策。
最后,结束语。反思前文,总结所得与不足,并提出今后的努力方向。
Discourse, especially teachers' discourse is an important tool for classroom teaching and the necessary means of completing classroom teaching. It's very difficult for accomplishing classroom teaching without teachers' discourse. Therefore, the study of teachers' discourse in classroom teaching was paid more and more attention. Whether teachers' discourse in classroom teaching of secondary school is reasonable or not directly relates to the student development and the improvement of teaching quality. Thus it's necessary for us to probe into the reasonableness of teachers' discourse in classroom teaching in secondary school, which is expected to guide and promote student training and teacher development.
The thesis is divided into six parts:
Part one is an introduction which discusses the origin of the study, relevant literature review and research design.
Part two, from the meaning of teachers' discourse reasonableness in classroom teaching, the basis of reasonableness and the performance of reasonableness, explains the connotation of teachers' discourse in classroom teaching in secondary school.
Part three, on the basis of analyzing teachers' discourse in classroom teaching in secondary school, its' concept of constructional reasonableness and conditions, raises the constructional strategies about the reasonableness of teachers' discourse in classroom teaching in secondary school.
Part four, according to the connotation of the reasonableness of teachers' discourse in classroom teaching in secondary school, points out its existing problems. At present, the existing problemsabout teachers' discourse mainly have two aspects:------the hegemony of teachers' discourse and thelost of teachers' personal discourse.
Part five analyzes the reasons of the hegemony of teachers' discourse and the lost of teachers' personal discourse in classroom teaching in secondary school. There're main reasons about the relationship of the structure of social power, the influence of traditional knowledge view, the influence of realistic education systems, the product of traditional curriculum systems and the factors of teachers.
Part six, in order to realize the reasonableness of teachers' discourse in classroom teaching in secondary school and according to the existing problems about teachers' discourse in classroom teaching, raises the counter-strategies for promoting the reasonable use of teachers' discourse in classroom teaching in secondary school.
The last one is an epilogue, which summarizes the achievement and the deficiency on that, points out the study direction in the future.
本论文共分为六个部分:
第一部分,前言。论述了本研究的缘起、相关文献综述和研究设计。
第二部分,从中学课堂教学中教师话语合理性的涵义、合理性的依据以及合理性的表现形式三个方面阐释了中学课堂教学中教师话语合理性的内涵。
第三部分,分析中学课堂教学中教师话语合理性构建的理论基础、条件,提出对中学课堂教学中教师话语合理性进行构建的策略。
第四部分,根据中学课堂教学中教师话语合理性的内涵,指出中学课堂教学中教师话语存在的问题。教师话语的现存问题主要有两个方面——教师独占话语和教师个体性话语的失却。
第五部分,分析中学课堂教学中教师独占话语以及教师个体性话语的失却的原因。主要原因有社会权力的结构关系、传统知识观的影响、现实教育制度的影响、传统课程制度的产物和教师自身的因素。
第六部分,为了实现中学课堂教学中教师话语的合理性,针对上述教师话语存在的问题,提出促进中学课堂教学中教师话语合理使用的对策。
最后,结束语。反思前文,总结所得与不足,并提出今后的努力方向。
Discourse, especially teachers' discourse is an important tool for classroom teaching and the necessary means of completing classroom teaching. It's very difficult for accomplishing classroom teaching without teachers' discourse. Therefore, the study of teachers' discourse in classroom teaching was paid more and more attention. Whether teachers' discourse in classroom teaching of secondary school is reasonable or not directly relates to the student development and the improvement of teaching quality. Thus it's necessary for us to probe into the reasonableness of teachers' discourse in classroom teaching in secondary school, which is expected to guide and promote student training and teacher development.
The thesis is divided into six parts:
Part one is an introduction which discusses the origin of the study, relevant literature review and research design.
Part two, from the meaning of teachers' discourse reasonableness in classroom teaching, the basis of reasonableness and the performance of reasonableness, explains the connotation of teachers' discourse in classroom teaching in secondary school.
Part three, on the basis of analyzing teachers' discourse in classroom teaching in secondary school, its' concept of constructional reasonableness and conditions, raises the constructional strategies about the reasonableness of teachers' discourse in classroom teaching in secondary school.
Part four, according to the connotation of the reasonableness of teachers' discourse in classroom teaching in secondary school, points out its existing problems. At present, the existing problemsabout teachers' discourse mainly have two aspects:------the hegemony of teachers' discourse and thelost of teachers' personal discourse.
Part five analyzes the reasons of the hegemony of teachers' discourse and the lost of teachers' personal discourse in classroom teaching in secondary school. There're main reasons about the relationship of the structure of social power, the influence of traditional knowledge view, the influence of realistic education systems, the product of traditional curriculum systems and the factors of teachers.
Part six, in order to realize the reasonableness of teachers' discourse in classroom teaching in secondary school and according to the existing problems about teachers' discourse in classroom teaching, raises the counter-strategies for promoting the reasonable use of teachers' discourse in classroom teaching in secondary school.
The last one is an epilogue, which summarizes the achievement and the deficiency on that, points out the study direction in the future.
引文
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[2]李森.论课堂教学话语系统及转换[J].当代教育科学.2003(2).
[3]郑乐平著.超越现代主义和后现代主义--论新的社会理论空间之建构[M].上海教育出版社,2003:62.
[1]黄复生.从“俯视”到“平视”:新世纪我国教育价值取向的转型[J].当代教育科学,2003(1).
[1]余灵灵著.哈贝马斯转[M].河北:河北人民出版社,1998:183.
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[1]米靖.马丁·布伯对话教学思想探析[J].外国教育研究,2003(2).
[1]石中英.知识转型与教育改革[M].北京:教育科学出版社,2001:78.
[1]姜勇、郑三元.论教师的课程参与[J].上海教育,2001(13).
[2]胡福贞.论教师的个人话语权[J].教育研究与实验,2002(3).
[3]徐继存.教师生活重塑基础教育课程改革[J].教育研究,2002(9).
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[3](法)罗兰·巴尔特著,李幼蒸译.符号学原理[M].北京:三联书店,1988:5.
[1]刘云杉.教师话语权力探析[J].南京师范大学学报(社科版),1997(3).
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[1]刘云杉.教师话语权利探析[J].南京师范大学学报,1997(3).
[1]石中英.波兰尼的知识理念及教育意义[J].华东师范大学学报(教育科学版),2001(2).
[2]赵敦华、江立成.后现代与现代西方哲学的终结[J].哲学研究,1994(1).
[1](美)华勒斯坦等.学科、知识、权利[M].北京:三联书店,1999:46-47.
[1]刘云杉.教师的话语权力探析[J].南京师范大学学报,1997(3).
[2]蒋茵.遗忘与追寻:关于教师话语权问题[J].当代教育科学,2003(14).
[1]潘德荣.诠释的创造性与“创造的诠释学”.人大复印资料中心,2002(11).
[1]叶澜.让课堂焕发出生命的活力-论中小学教学改革的深化[J].教育研究,1997(9).
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