基础教育阶段教师权力状况研究
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摘要
21世纪是教育变革的世纪,而在这场广泛的教育变革中首先作出关键性变革的无疑是广大一线教师。无论从学理层面,还是实践工作的角度,教师权力问题越来越显现出其重要性。自上世纪70年代以来,国内外已经有不少这方面的研究,但总体来看,存在着研究视野的偏失、方法的单一和目的片面性等不足。
有鉴于此,本论文首先从教师权力的基本理论问题入手,通过对权力与权利、权威等相关概念辨析,以及对教师权力特性、表现形式等范畴的探讨,旨在为剖析教师权力状况中的问题奠定基础。在理论分析的基础上,论文从历史透视的视角考察了现当代教师权力的实际状况。接下来,论文进一步剖析教师权力存在的问题,其中将突出展现教师权力“匮乏”与“权力滥用”的双重困境。而导致这种困境的原因至少包括三个方面,即文化传统与新的改革理念的隐性冲突,现实利益对教育之魂的侵蚀,尚未健全的配套保障措施造成教师应为与难为的对峙等。
最后,从实践策略与出路的角度,本文探讨了教育变革时代教师权力的合法性空间,包括重新塑造教师权威,为教师增权赋能等举措,在此基础上,论文还对未来教师专业性权力状况进行了预期和展望。这些无疑都将有助于现实中教师权力状况的改善,从而提升教师的专业化水平。
Educational reform has been the major theme in the 21st century, while during the course numerous teachers as practitioners are the first to be changed. It turns to be more and more important for the research on teacher power both theoretically and practically. Since 1970s many researches on this field has been done over the world, but totally there still exist some problems, such as the partial angle in the research, the single method and the superficial goals.
In view of the above-mentioned facts, this thesis firstly analyses the concept of power, as well as the concept of right and authority which has the close meaning. It also analyses the characters and forms of expression on teacher power, with an aim to lay the foundation for further analysis on problems in teacher power. On the basis of above theoretical clarification, the thesis investigates the real conditions of teacher power in modern times and in the present age from the angle of historical perspective.
In the next part the thesis further analyses the legitimate crisis on teacher power, especially the double dilemma which in one hand teachers confront the lack of professional power, and in another hand they abuse power. The reason for such condition lies in at least three aspects, which include the hidden conflict between cultural traditions and new reform concepts, the erosion of the soul of education by actual benefit, and teachers’embarrassment caused by the education system that is not yet perfect.
In the last part, the thesis probes into the legitimate limit of teacher power in educational reform era, which includes the reconstruction of teacher authority, the empowerment on teacher, and so on. On the basis of the discussion, the thesis also tries to give some anticipative description on teacher power in the near future. All these steps can undoubtedly improve the condition of teacher power, thereby teachers’professional levels can be enhanced too.
有鉴于此,本论文首先从教师权力的基本理论问题入手,通过对权力与权利、权威等相关概念辨析,以及对教师权力特性、表现形式等范畴的探讨,旨在为剖析教师权力状况中的问题奠定基础。在理论分析的基础上,论文从历史透视的视角考察了现当代教师权力的实际状况。接下来,论文进一步剖析教师权力存在的问题,其中将突出展现教师权力“匮乏”与“权力滥用”的双重困境。而导致这种困境的原因至少包括三个方面,即文化传统与新的改革理念的隐性冲突,现实利益对教育之魂的侵蚀,尚未健全的配套保障措施造成教师应为与难为的对峙等。
最后,从实践策略与出路的角度,本文探讨了教育变革时代教师权力的合法性空间,包括重新塑造教师权威,为教师增权赋能等举措,在此基础上,论文还对未来教师专业性权力状况进行了预期和展望。这些无疑都将有助于现实中教师权力状况的改善,从而提升教师的专业化水平。
Educational reform has been the major theme in the 21st century, while during the course numerous teachers as practitioners are the first to be changed. It turns to be more and more important for the research on teacher power both theoretically and practically. Since 1970s many researches on this field has been done over the world, but totally there still exist some problems, such as the partial angle in the research, the single method and the superficial goals.
In view of the above-mentioned facts, this thesis firstly analyses the concept of power, as well as the concept of right and authority which has the close meaning. It also analyses the characters and forms of expression on teacher power, with an aim to lay the foundation for further analysis on problems in teacher power. On the basis of above theoretical clarification, the thesis investigates the real conditions of teacher power in modern times and in the present age from the angle of historical perspective.
In the next part the thesis further analyses the legitimate crisis on teacher power, especially the double dilemma which in one hand teachers confront the lack of professional power, and in another hand they abuse power. The reason for such condition lies in at least three aspects, which include the hidden conflict between cultural traditions and new reform concepts, the erosion of the soul of education by actual benefit, and teachers’embarrassment caused by the education system that is not yet perfect.
In the last part, the thesis probes into the legitimate limit of teacher power in educational reform era, which includes the reconstruction of teacher authority, the empowerment on teacher, and so on. On the basis of the discussion, the thesis also tries to give some anticipative description on teacher power in the near future. All these steps can undoubtedly improve the condition of teacher power, thereby teachers’professional levels can be enhanced too.
引文
[1][43]劳凯声. 变革社会中的教育权与受教育权:教育法学基本问题研究[M].教育科学出版社,2003:396-397.
[2]郑震.课堂情境中的权力秩序[J].青年研究,1999(9).
[3]郑新蓉. 试论教师权利与义务的几个问题[J].高等师范教育研究,1998(3).
[4]马晓燕. 教师权威问题研究[J]. 华中师范大学 2003 年度硕士学位论文.
[5]李德显.师生权力与角色分析[J].教育理论与实践,2000(2).
[6][36]刘云杉.教师话语权力探析[J].南京师范大学学报,1997 (3): 69.
[7]邬春芹.论“教师权力”的滥用与善用[J].教学与管理,2001(3).
[8]郑震.课堂情境中的权力秩序[J].青年研究,1999(9).
[9]刘万海.论教师增权与教师新课程角色的实现[J].教育理论与实践,2003(12).
[10]Joseph L. Bast(2005), Give the Teachers Power and Watch Schools Improve,The Chicago Tribune:Heartland Perspectives,February ,4.
[11]John K. Smith(1977),The Decline of Teacher Power in the Classroom,Peabody Journal of Education, Vol. 54, No. 3 (Apr.), pp. 201-206.
[12]Berry, Barnett(1995),School Restructuring and Teacher Power: The Case of Keels Elementary,New York: Teachers College Press.
[13]James C. McCroskey and Virginia P. Richmond(1983),Power in the Classroom I: Teacher and Student Perceptions, Communication Education, Volume32. April,p175-184.
[14]Couchenour, Donna, Dimino, Beth(1999),Teacher Power: Who has it, how to get it, and what to do with it,Childhood Education, http://findarticles.com/p/articles.html.
[15]李茂.英国教师获得惩戒学生的新增法定权力[EB/OL].http://info.edu.hc360.com/2007/04/ 231356113865-2.shtml,2007-4-23.
[16]刘捷. 专业化:挑战 21 世纪的教师[M].北京:教育科学出版社,2002:291.
[17]转引自卢少华、徐万珉著. 权力社会学[M]. 哈尔滨:黑龙江人民出版社,1989:15.
[18][20][40]李松林. 控制与自主—课堂教学的权力品性研究[D]:[博士学位论文]. 北京:北京师范大学研究生院,2006: 118.
[19][29][30][31] [美]丹尼斯·朗. 权力论[M]. 陆震纶,等译. 北京:中国社会科学出版社,2001:3, 4, 5.
[21]姜丽华. 探究“教师权力”[J]. 教育科学,2007,23(2):50.
[22]银星严、艾军. 论教师权力影响力和有效性对教学的影响[J]. 广西财经学院学报,2006,19(增刊):268.
[23][24]王莉君. 权力与权利的思辨[M]. 北京:中国法制出版社,2005:27,3.
[25]亚当·库伯、杰西卡·库伯主编. 社会科学百科全书[M]. 马加乐,等译. 上海译文出版社,1989:50-51.
[26]袁方主编. 社会学百科辞典[M]. 中国广播电视出版社,1990:50.
[27]刘云杉. 我国中小学教师权威状况探析[J]. 教育理论与实践,1997,17(4):34.
[28]宋林飞. 西方社会学理论[M]. 南京:南京大学出版社,1997:347.
[32]金生鈜. 论教育权力[J]. 北京大学教育评论,2005,3(2):47.
[33]于伟、戴军. 福柯教室中的微观权力理论述评[J].东北师大学报(哲学社会科学版),2005(2):141.
[34]郑百苗. 《大自然的语言》—引导选择:让学生个性飞扬[J/OL]. http://www.labahua.com/ edu0050/xyktsl/112426590.htm,2006-8-15
[35]谭翠平. 两种提问的比较[J]. 小学教学研究.,2006(5) : 15. 引用时略有删节.
[37]刘云杉. 教师筛选权力的内容探析[J]. 教育评论,1997(3):16.
[38]李德显. 课堂秩序论[M]. 桂林:广西师范大学出版社,2000:104-105.
[39]徐国英. 令人担忧的课堂评价[J]. 小学教学研究,2005(1): 32. 引用时略有删节.
[41] [苏]阿莫纳什维利著. 孩子们,你们生活的怎样?[M].朱佩荣、高文译. 北京:教育科学出版社,2002:80.
[42]刘万海. 重返德性生活—教学道德性研究[D]:[博士学位论文]. 上海:华东师范大学研究生院,2007:1.
[43]劳凯生. 变革社会中的教育权与受教育权:教育法学基本问题研究[M]. 北京:教育科学出版社,2003:375.
[44]李德显. 课堂秩序论[M]. 桂林:广西师范大学出版社,2000:74-75.
[46]联合国教科文组织. 关于教师地位的建议[J]. 万勇译. 外国教育资料,1984(4).
[47][48]刘捷. 专业化:挑战 21 世纪的教师[M].北京:教育科学出版社,2002:245、246.
[49][50][51]钟启泉、崔允漷,等主编. 基础教育课程改革纲要(试行)解读[M]. 上海:华东师范大学出版社,2001:430、30-32、10.
[52]郑士明. 让学生敢说、愿说、可说[J/OL]. http://blog.cersp.com/20000/1314349.aspx,2008-1-14.
[53]沈祖芸. 教育惩戒,在雷池边缘行走[N]. 中国教育报,2002-12-28(3).
[54]于伟、刘冰. 当前中小学教师过度期待行为透视[J].中小学教师培训,2003(4):59.
[55]王桂宏. 警惕课堂教学中隐伏的话语霸权[J]. 中学语文教学,2007(5):45.
[56][59] [美]帕尔默. 教学勇气:漫步教师心灵[M]. 吴国珍,等译. 上海:华东师范大学出版社,2005:3、4.
[57]于伟. 教育观的现代性危机与新路径初探[J]. 教育研究,2005(3):56.
[58]马天俊. 现代文化中的个体与权威[J]. 长春市委党校学报,2001(4):66.
[2]郑震.课堂情境中的权力秩序[J].青年研究,1999(9).
[3]郑新蓉. 试论教师权利与义务的几个问题[J].高等师范教育研究,1998(3).
[4]马晓燕. 教师权威问题研究[J]. 华中师范大学 2003 年度硕士学位论文.
[5]李德显.师生权力与角色分析[J].教育理论与实践,2000(2).
[6][36]刘云杉.教师话语权力探析[J].南京师范大学学报,1997 (3): 69.
[7]邬春芹.论“教师权力”的滥用与善用[J].教学与管理,2001(3).
[8]郑震.课堂情境中的权力秩序[J].青年研究,1999(9).
[9]刘万海.论教师增权与教师新课程角色的实现[J].教育理论与实践,2003(12).
[10]Joseph L. Bast(2005), Give the Teachers Power and Watch Schools Improve,The Chicago Tribune:Heartland Perspectives,February ,4.
[11]John K. Smith(1977),The Decline of Teacher Power in the Classroom,Peabody Journal of Education, Vol. 54, No. 3 (Apr.), pp. 201-206.
[12]Berry, Barnett(1995),School Restructuring and Teacher Power: The Case of Keels Elementary,New York: Teachers College Press.
[13]James C. McCroskey and Virginia P. Richmond(1983),Power in the Classroom I: Teacher and Student Perceptions, Communication Education, Volume32. April,p175-184.
[14]Couchenour, Donna, Dimino, Beth(1999),Teacher Power: Who has it, how to get it, and what to do with it,Childhood Education, http://findarticles.com/p/articles.html.
[15]李茂.英国教师获得惩戒学生的新增法定权力[EB/OL].http://info.edu.hc360.com/2007/04/ 231356113865-2.shtml,2007-4-23.
[16]刘捷. 专业化:挑战 21 世纪的教师[M].北京:教育科学出版社,2002:291.
[17]转引自卢少华、徐万珉著. 权力社会学[M]. 哈尔滨:黑龙江人民出版社,1989:15.
[18][20][40]李松林. 控制与自主—课堂教学的权力品性研究[D]:[博士学位论文]. 北京:北京师范大学研究生院,2006: 118.
[19][29][30][31] [美]丹尼斯·朗. 权力论[M]. 陆震纶,等译. 北京:中国社会科学出版社,2001:3, 4, 5.
[21]姜丽华. 探究“教师权力”[J]. 教育科学,2007,23(2):50.
[22]银星严、艾军. 论教师权力影响力和有效性对教学的影响[J]. 广西财经学院学报,2006,19(增刊):268.
[23][24]王莉君. 权力与权利的思辨[M]. 北京:中国法制出版社,2005:27,3.
[25]亚当·库伯、杰西卡·库伯主编. 社会科学百科全书[M]. 马加乐,等译. 上海译文出版社,1989:50-51.
[26]袁方主编. 社会学百科辞典[M]. 中国广播电视出版社,1990:50.
[27]刘云杉. 我国中小学教师权威状况探析[J]. 教育理论与实践,1997,17(4):34.
[28]宋林飞. 西方社会学理论[M]. 南京:南京大学出版社,1997:347.
[32]金生鈜. 论教育权力[J]. 北京大学教育评论,2005,3(2):47.
[33]于伟、戴军. 福柯教室中的微观权力理论述评[J].东北师大学报(哲学社会科学版),2005(2):141.
[34]郑百苗. 《大自然的语言》—引导选择:让学生个性飞扬[J/OL]. http://www.labahua.com/ edu0050/xyktsl/112426590.htm,2006-8-15
[35]谭翠平. 两种提问的比较[J]. 小学教学研究.,2006(5) : 15. 引用时略有删节.
[37]刘云杉. 教师筛选权力的内容探析[J]. 教育评论,1997(3):16.
[38]李德显. 课堂秩序论[M]. 桂林:广西师范大学出版社,2000:104-105.
[39]徐国英. 令人担忧的课堂评价[J]. 小学教学研究,2005(1): 32. 引用时略有删节.
[41] [苏]阿莫纳什维利著. 孩子们,你们生活的怎样?[M].朱佩荣、高文译. 北京:教育科学出版社,2002:80.
[42]刘万海. 重返德性生活—教学道德性研究[D]:[博士学位论文]. 上海:华东师范大学研究生院,2007:1.
[43]劳凯生. 变革社会中的教育权与受教育权:教育法学基本问题研究[M]. 北京:教育科学出版社,2003:375.
[44]李德显. 课堂秩序论[M]. 桂林:广西师范大学出版社,2000:74-75.
[46]联合国教科文组织. 关于教师地位的建议[J]. 万勇译. 外国教育资料,1984(4).
[47][48]刘捷. 专业化:挑战 21 世纪的教师[M].北京:教育科学出版社,2002:245、246.
[49][50][51]钟启泉、崔允漷,等主编. 基础教育课程改革纲要(试行)解读[M]. 上海:华东师范大学出版社,2001:430、30-32、10.
[52]郑士明. 让学生敢说、愿说、可说[J/OL]. http://blog.cersp.com/20000/1314349.aspx,2008-1-14.
[53]沈祖芸. 教育惩戒,在雷池边缘行走[N]. 中国教育报,2002-12-28(3).
[54]于伟、刘冰. 当前中小学教师过度期待行为透视[J].中小学教师培训,2003(4):59.
[55]王桂宏. 警惕课堂教学中隐伏的话语霸权[J]. 中学语文教学,2007(5):45.
[56][59] [美]帕尔默. 教学勇气:漫步教师心灵[M]. 吴国珍,等译. 上海:华东师范大学出版社,2005:3、4.
[57]于伟. 教育观的现代性危机与新路径初探[J]. 教育研究,2005(3):56.
[58]马天俊. 现代文化中的个体与权威[J]. 长春市委党校学报,2001(4):66.