小学课堂场域中教师话语权力研究

发布时间：2018-04-08 22:20

本文选题：课堂场域　切入点：话语权力　出处：《广西师范大学》2015年硕士论文

【摘要】：作为当今人文社会学科领域中的重要概念,话语为教育学领域的研究提供了独特的研究视角。话语的存在使师生的课堂交流成为可能。课堂是社会的子系统,其中也存在着权力的冲突和斗争,教师话语权力在这个场域中占据着优势地位。传统教学方式下的教师话语权力抑制了班集体的生命力,阻碍了学生的个性发展。新的教学理念要求教育工作要以育人为本,尊重学生的主体地位,发挥学生的主动性,这使教师话语权力在课堂场域中的地位和效果发生了微妙的变化。这就需要重新审视教师话语权力,从社会学、语言学等不同的学科视角深入解读当前的教师话语权力。本研究主要采用了课堂志和话语分析的研究方法。首先在河南省SY学校进行了为期两个月的实地调研,通过对SY学校日常的课堂生活进行参与式观察和半结构式访谈,收集到了详实可靠的一手资料后,利用话语分析的方法对文本资料进行了分析和研究。重点探索教师话语权力在课堂场域中的运作和功能。全文共有以下几个部分：导论部分主要阐述了本论文的选题缘由和意义,综述了本论文在国内外的研究现状,说明了本论文的研究方法和过程。第1章作为本研究的基础,界定了本论文的两个核心概念：课堂场域和教师话语权力；论述了本论文的两个理论基础：福柯的话语理论和布迪厄的社会实践理论。在已有相关研究的基础上,本论文将课堂场域界定为课堂中教师和学生之间、学生与学生之间复杂多变的位置关系的多元关系网络；把教师话语权力理解教师话语具有的使课堂场域中行动者行为发生改变的影响力。第2章是本文研究的核心,由四个部分构成。课堂场域可以分为物理场域和意义场域,教师和学生是课堂场域中的行动者。本章第一部分介绍了教师话语权力运作的平台——由时间的分配和教室的布置构成的课堂的物理场域；第二部分分析了讨论课和新授课这两类最常见课型的课堂记录,对课堂意义场域中的教师话语权力进行了“深描”；第三部分描述了老师和学生在课堂场域中的表现,笔者认为教师话语权力是一种客观存在,对课堂的控制可以保证教学的顺利进行,权力的过分使用却抑制了课堂的活力和学生的自主能动性。在教师话语权力规训下,学生在课堂上的发言出现“无声”和“独自无群”的现象,老师培养出来的好学生实际是课堂场域中的“顺民”,而对教师的话语权力,学生并不是毫无反应,他们采取了一种间接无声的反抗方式。教师话语权力的存在对教师自身也造成了很大的影响。第四部分论述了教师话语权力运作的方式。通过研究,笔者认为,课堂场域中的教师话语权力有隐性和显性两种,显性的话语权力又可以分为柔性的和刚性的两种,刚性的教师话语权力最容易引起师生正面冲突。课堂场域中除了教师话语权力的下行,也有学生话语权力的上行,但是权力的上行很难达到行动者预期的目的。第3章从社会实践理论和权威理论两个不同的视角对教师话语权力的资本进行了解构。从社会实践理论视角下来看,课堂场域中教师占有的资本可以分为经济资本、文化资本和社会资本。相对于学生,经济资本和文化资本是教师独占的,这两种资本使教师处于优势地位,但是课堂场域中的社会资本却是师生皆有的,这种资本往往被学生用来反抗老师。从权威理论的视角来看,教师话语资本由教育制度、传统风俗、知识和资历四个方面构成。第4章探讨了如何合理运用教师话语权力这一问题,笔者认为可以通过改变传统教师话语观念；消除教师话语霸权的现象,形成教师话语权威；把“独白式”的课堂转为对话式的这三方面来避免教师话语权力的否定、消极方面,发挥教师话语权力的积极、肯定作用,从而营造和谐有序的课堂生活环境。最后,在结语部分总结了本论文的研究观点,反思了本研究的不足和仍旧存在的问题,明确了本论题进一步研究的方向。
[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.

【学位授予单位】：广西师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G622.4

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