【作者】 张姝；

【导师】 李森；

【作者基本信息】 西南大学 ， 课程与教学论， 2011， 博士

【摘要】 研究始于问题,问题始于疑难,疑难始于现实困境。教学研究的对象是教学要素互动所产生的各种问题,其以往的解决往往就问题本身、解决者本身以及问题的狭小空间出发去思考,忽略了问题及相关因素的广泛空间与产生根基,没有从文化的角度并置于文化的场域中自觉研究。研究者、研究问题产生的场域、研究问题的创造者均代表、实践和创造着某种特定的文化,那么,从文化的视野、运用文化的观点、植根于问题的文化场域,是教学研究的路径之一。教师永远是教学研究关注的焦点。长期以来教学研究的文化背离促使了本文对教师文化的关注,将问题聚焦于社会文化生态情境下教学的真实样态和教师的生存体验,并借助理论运演、个案研究、协同研究等方法阐明教师文化觉醒的本质与价值、离析教师文化不自觉的深层问题,为实现意识觉醒下的教学自觉提供理论支撑和实践参考。问题提出并进行科学的研究设计是论文的根本,而具体的论文构思则是论文的生命力,本论文从文化视野下并植根于文化场域对教师文化觉醒及其教学实现进行了整体思考,围绕本体论、价值论、认识论和实践论四大核心,沿着本体阐释与价值追问、认知框架确立、实存问题揭显、实践路向选定和未来教学展望的逻辑理路予以深度阐释与建构。全文除导论外共分五个部分：导论阐明了本研究的缘起,介绍并分析已有研究的现状,确立研究的目的与意义,并提出本研究的重难点及研究方法。第一部分探寻了教师文化觉醒的本体,从文化觉醒及教师文化的“生命体征”阐明了教师文化觉醒是教师在现实的教学生活中,认清自身、学生和教学文化本身的特性,在尊重不同文化的基础上,通过认可差异文化,在对话和理解中形成创新意义的教学认知模式和特定的文化结构,走向基于理性思维的教学文化生活范式,实现教学对生命的体认、精神的自觉和理性的发展,进而实现教学自由的过程。教师文化觉醒表现出反思性、系统性、多元性和人文性等多重特征,是教师生命自由展演的体现,它促使教师完善自我意识,以唤醒生命主体意识而导向主体自主意识,进而发展了师生的文化批判意识,形塑了以“自主性”为基础的教学样态,并使教学回归“自由”的本体。教师文化觉醒及其特征为教学设定了自由的路向,教师在“自由”的实践中以文化批判为基础形成“自主性”教学,进而构建人性化的教学情境,促进教学自由的图像形成,实现其自觉创造之旅。第二部分文化为主体的生活实践设定了“框架”,教师文化觉醒就是对文化“框架”的反思与解放,需要运用文化自觉的理念从文化多元视角予以重新设定“框架”,使其成为教师文化觉醒认识和教师教学实践活动的“视框”。教师文化觉醒设定的“视框”赋予了教师特定的文化实质,有着特定的文化角色定位、文化知能情结构和意义结构。从文化觉醒应有的文化场域和“视框”赖以的理论根基出发,教师首先应成为差异文化的洞见者、霸权文化的策反者和文化跨界的行动者,在洞察差异文化、抗拒霸权文化中不断行使反省、批判的实践者角色,自由穿梭于不同文化间完成文化转译促成不同文化的交互相生。角色定位需要其素养作为保证,教师文化觉醒要求教师应具备冰山隐喻的文化知识结构、知以导行的觉醒能力结构和多维复合的情意素养结构等基础素养。教师作为文化觉醒的主体,角色定位、养成素养是基础,而内在精髓在于熟谙文化的意义生成律则,建立“人—世界”的诠释框架、践行交互相生的文化历程,最终实现文化融合下的意义创生。第三部分问题产生于实践中,其解决首先需要认识其基本表现,需要在“视框”的指导下不断予以揭示。论文第三部分着力于问题阐释,旨在通过习以为常的教学生活发现那些看似混沌不明甚至隐而不彰的内部结构及关系网络,明确影响教师行动的显性和隐性文化观念。本部分始终贯彻理论与实践不断互动的行动逻辑,采用立意抽样的方式选取三名中学教师进行参与式观察与半结构访谈,对教师的教学关注、实践惯性、教学归因、行动限制等进行深度透视。“冰冻三尺非一日之寒”,教师文化经过长期的“传统”熏陶,将技术效能而非理性思考作为教学的“尚方宝剑”,技术意义上的效能观和教学实践压缩了教师的思考空间,造成教学人文性与道德性的陨落；长此以往,教师的教学实践成为常态,对知识权力的屈服顺从,对教材文本的“顶礼膜拜”以及对差异文化的“视而不见”成为再正常不过和最合理的实践样态,致使教学批判的意识与动力无以形成,教学成为创造最遗忘的地方。当然,这种教学“非自由”产生的症结是多方面的,既有来自家庭所提供的文化资本差异,也有来自学生本身及其心智成熟度的差异,更有社会文化规约下的某种“自然”逻辑,同时,长期形成的背离的教学价值观、家长霸权式文化与学校文化的背离以及教师文化本身均会成为教师文化不自觉的障碍物。第四部分解构的目的在于建构,在于认识问题后的行动选择。厘清教师文化不自觉的问题表现与产生实质在于教师突破其限制,通过不断提升的自我批判反省能力,从意识和行动双重路向中找准定位,实现文化意识觉醒。论文第四部分借鉴福柯以“关注自身“为中心的生存技艺实践的思想,采用协同行动的模式,与教师共建专业发展工作坊,对古希腊思想家自我修炼的“听、说、读、写”策略进行本土化改造,形成本研究的行动方案,运用文本磋商、对话辩证、角色扮演等方式协助参与教师“反映出自己发展个人行动的意识与潜意识作为”的能力,提升教师的文化意识。教师参与协同行动研究包括计划、行动、观察、反省等各环节,历经内省、自我转化与不断修正行动策略的历程,并在现实中表现出如下限制：缺乏对社会化历程进行反思,使得刻板印象与偏见的维持成为教师文化批判意识开展的限制；缺乏对主流与边缘的权力关系进行全面觉察,使得洞悉优势意识与弱势意识成为教师文化批判意识开展的阻力；“切割”意识使批判省思与行动加以连结的困境难以突破。在本研究中,这些限制通过建立学习型协同社群为载体,展开多元展演策略、批判识能锻炼、连结意识盟友等系列批判与省思的活动得以突破。突破限制是走向自觉的必由之路,但鉴于文化觉醒的长期性,教师的文化觉醒需要经过酝酿、沉淀、反思、再检验及调整反思等连续时空的实践历程,呈现出层迭渐进改变的面貌,应将意识提升与教学实践结合,以此将文化觉醒延伸到教师的生命深处。第五部分教师的文化觉醒诠释了教学的无限可能性,并深刻影响着教学的设计、内容的组织、方式的选择、师生关系的重建以及评价体系的建立。鉴于教学植根于文化场域之中,教师应将文化分析作为教学设计的逻辑起点,并进行现实意义上的设计,发挥课堂的意义创造功能,实现自我文化与他者文化的平衡以及构建团体决策式教学结构。教学内容的组织是教学实现的重要保证,教师要秉持“差异是不同资源而无优劣之分”的价值观,整合差异文化,确立多元一体化的教学内容统整模式,容纳教学场域中的多元文化,促进文化间的理解与和谐,使学生从差异和平等中获得肯认和自由。教学方式的选择不能没有文化意义,教师文化觉醒的教学方式表现就是要从单纯的“教文化”向“学文化”的转变,运用自传课程扩展学生的既有文化体系,实施叙事教学引发文化想象以促进文化的持续断反思和文化意义的不断生成,开展焦点讨论训练、提升学生的文化反思与批判能力。教师文化觉醒也意味着应破除传统意义上的文化边界事实,形成“你中有我、我中有你”的“文化多元一体格局”,促进师生间的视域融合和构建学习共同体内的交互主体关系。教学文化场的文化生态理念和现实促使教师应确立多元文化生态的教学评价体系,可从文化分布、文化互动、文化竞争和文化演化等四个维度构建生态学意义上的教学评价维度。本研究的创新表现在：首先,研究视角新。本论文从文化政治学、文化心理学、多元文化主义和后现代主义等观点对教学进行了重新阐释,将研究问题置于社会文化生态情境下进行了全面的研究。其次,逻辑结构新。本论文借助尼采哲学中精神三变的隐喻作为线索,运用其成熟的哲学思维框架构建了论文的结构,突破了既有的思路建构范式。最后,主要观点新。本论文从教师文化以及教师实践有机结合的维度提出了教师文化觉醒的内涵以及价值,为教学理论的生长提供了有效的支撑,此外,对古希腊思想家自我修炼的“听说读写”方案进行本土化的时代改造和从文化生态学构建教学评价维度等都是本文的观点创新之处。更多还原

【Abstract】 Research begins with problems, and problem starts from puzzling, while puzzle is from the difficulty of the reality. The objectivities of teaching and learning research are the problems which are produced by the interaction of the teaching elements. The solutions in the past depended too much on the problems and the persons who solved the problems, but there were ignorance of the related factors and the base of its production, especially the culture. Researchers, the background of the problems, and the starters of the problems represent and practice the culture. The only way for us to do the research of teaching is from the perspective of culture by using the cultural viewpoint. Teaching and learning should and always be the focus of the teaching research, while teacher should be the most important factor of the teaching research. The ignorance of the culture of teaching research during the present research promotes author to pay attention to the teacher culture. This dissertation will focus the authentic situation of teaching in the background of social-cultural ecology and the survival experience of the teacher to explain the essence and value of teacher’s culture awaking by using theoretical operating, case study and action alignment research. n order to provide a theoretical and practical reference for teachers to realize the conscious awaking, the dissertation will analyze the deep reasons of failure of teacher’s culture awareness.The root of the dissertation is to promote a problem and then scientifically design the researches, but the life of the dissertation is the composition. The dissertation will holistically reflect teacher’s culture awaking and its realization in teaching and learning from the cultural perspective. The author organizes and constructs the thesis by the logic of problems promoting, problems explaining, framework analyzing, problems existing, direction choosing and future out-looking. Apart from the introduction, there are five sections in the dissertation.Introduction will explain the start point of the research and then analyze the present situation of the research home and abroad. This section will also point out the aim and value of the research, and it will mention the difficulty and research methods of the thesis.Section one will examine the ontology of teacher’s culture awaking. Starting from the culture awaking and the life character of teacher’s culture, this section will explain teacher’s culture awaking which is not only teacher’s reflection on characeristics of teacher belief, students, and teaching culture, but recognition of different cultures on the basis of respecting them for the sake of forming the creative cognitive model of teaching and specific culture structure through dialog and understanding. Hence, teacher’s culture awaking is oriented to the paradigm of ration-based cultural life of teaching for the realization of freedom in teaching and learning in which life identification, spirit self-consciousness and ration expandance are all witnessed. Teacher’s culture awaking ia featured as reflective, systematic, diversified and humanistic, presentation of teachers’life freedom, which can help teachers to develop their self-conscious. By awaking the consciousness of subject to guide the autonomous self-consciousness, the teacher and students can develop their critical conciousness, what can shape the autonomous-based teaching and help the teaching back to the ontology of freedom. Teacher’s culture awaking determines the trace of its development, and in the whole process based on the critical perception, teachers establish autonomous teaching and construct humanized teaaching model. After the holistic reflection of the existed situation, teaching will go beyond the boundary to access the humanis, enhance the image of freedom in teaching and learning and get to the determination of conscious creation as well.Section two:Culture will sets up the framework of life practice, and teacher’s culture awaking is the reflection and emancipation of the cultural framework re-designed by cultural awareness theory from multi-cultural perspective, which will become the frame of teaching activities. The frame decided by teacher’s culture awaking endows the teacher with a specific culture essence, which includes the cultural role, cultural structure and meaning structure. From the cultural field and the theoretical root of the frame, the teacher should be the person who percept the difference of the culture, as well as the actor who refuse the culture hegemony and go beyond the boundary, so he can go between the cultures. The quality of the teacher should be the guarantee of the role location. While the teacher’s culture awaking require the teachers qualified with structure of the ice-berg cultural knowledge, the competence of action guided by the knowledge as well as their occupation particularity. Location is the knowledge, while quality is the guarantee, but the meaning should be the promotion. Teacher as the subject of the culture awaking, knowledge location and basic quality is the foundation, but the inner essence of teacher culture should rely on understanding of the role on meaning production, which refers to the establishment of the frame of human being and world relationship and practice the interaction such cultural experience, and the terminate aim is to create the meaning by realizing the culture integration.Section three:Problems are the consequence of the practice, if we want to solve the problems, we should get to know their basic presentation forms, and then we can discover and solve them by the guidance of the frame. This section will try the best to explain the problems, whose aim is to make clear the inner relations structures which are ambiguous for most teachers, but quite important for the affection of the viewpoint for teacher action. The action logic of interaction of theory and practice will go through the whole section, which will use case study of three middle school teachers by the observation and semi-structured interview, aiming to examine the teacher’s teaching foci, practical stereotype as well as teaching attribution. Rome wasn’t built in a day. Teacher culture is always the accumulation by the effect of the tradition. Traditionally, teaching skill was more important than non-reasonable reflection, while the emphases of teaching skill will occupy the thinking space of teaching, so it is unavoidable of the decline of the humanism. During the practice, teacher will submit to the power of the knowledge, and the textbook is regarded as imperial edict, so it is impossible for teacher to differentiate the difference of the cultures. If so, where can teacher train their critical spirit and the creation will be forgotten by the teaching. Such syndrome is caused by the family economic capital as well as immature of the students and the present social rule, and it is also the result of present teaching value, parent dominant culture and teacher culture.Section four:The aim of deconstruction is to construct. After we get to know the problems, we will choose action. After making clear the presentation and reason of the problems, the dissertation tries to break the limitation by fostering the ability of self critical reflection through location accurately between the idea and action to get to the cultural consciousness awaking. The research method of section four is action alignment research. According to co-built workshop of professional development with teacher, negotiate with context and dialectically dialogue, the author will take part in the activities which can improve teacher to realize their conscious or sub-conscious of cultural awareness by using the strategy of listening, reading,writing and speaking. There are four steps for teacher to join the action alignment research, such as planning, acting, observation and reflection. During these four steps, the teacher will transfer from inner thinking to self re-organization and action modification, but there are some limits in the practice. For example, there is limitation of stereotype of the teacher’s critics of culture awareness for the lacking of the socialization. There is obstacle of the teacher’s critics of culture awareness to strength and weakness for the lacking of the all-round perception of mainstream and margined authorities. There is also difficulty to overcome the problems of the connection the reflection and action for run closed awareness. In order to break these limitations, it is necessary to build a learning-lead cooperative community to provide support for the teachers by multi-culture showing and discussing, critical thinking practice and awareness ally connection. From the limitation breaking to culture awareness, there is a long way to run for the culture awaking, so it is necessary for teacher to pregnant, deposit, reflection and re-examination as well as thinking adjustment. Only did the teacher integrate the awareness promotion and teaching practice together, teacher’s culture awaking can penetrate deep into the life of the teacher.Section five:Teacher’s culture awakening annotates boundless possibilities of teaching and deeply influences teaching design, content organization, method choice, reconstruction of relationship between teacher and student, and the building of evaluation system. Due to teaching originating from cultural context, teacher should take culture analysis as a logic beginning of teaching design, and continue to give an realistic meaning design, exert classes’ meaning creative function, realize the balance between self-culture and other culture and make up teaching structure of team decision. The organization of teaching content is the important assurance for teaching implement. Keeping an eye on value attitude toward different cultures, teacher could establish teaching content concept of different culture and integration mode which based on multiple integration, also could accommodates the culture’s understanding and harmony in teaching scene, which can make students obtain the emphasis and freedom from difference and equality. The choice of teaching method can’t separate from cultural meaning. Therefore teaching method performance of teacher culture awakening is to turn the pure "teaching culture " to "learning culture", to apply autobiographic courses so as to promote students’ own existing culture system, to carry out narrative teaching, initiate culture imagination in order to advance culture’s constant recollection and constant generation of culture meaning. The teacher culture awakening also means the breaking of traditional meaningful cultural boundary. We can form the pattern of "you are the part of me and I am part of you"----culture pluralism in unity, which certainly can boost the view-field blending between teacher and student, and construct mutual subject realtionship inside the learning community. The cultural ecology logos and reality of teaching cultural field surely force teacher to set up teaching evaluation system characterized by multiculturalism ecology. The teaching evaluation dimensionality of ecology meaning should be made from four dimensions as cultural distribution, cultural interaction, cultural competition, and cultural evolvement.First of all. New Perspective. This disseratation makes a revisited explanation for teaching from the perspective of cultrual politics, cultural psychology, mutli-culturism and post-modernism and makes a full research that is under the socail ecology cultural environment. Secondly, New logic struture. This disseratation borrows the matephor from Nietzsche’s philosophstical spiritual 3 changes and reconstruct the disseratation’s structure that breaks down the used structural paradigm. At last, New ideas. This disseratation puts forwards to the cultural awakening teachers connotation and value. Therefore, this way can provide some effective support for the growth of teaching theory. What’s more, as for the ancient Greece’s thinkers self-trainning strategy "listening, reading, speaking and writing" that makes localization’s time transfomation and that is from cultural ecological to build teaching value’s dimention. All of these are the creation points of the dissertation.更多还原