【作者】 毛毅静；

【导师】 丁钢；

【作者基本信息】 华东师范大学 ， 教育文化与社会， 2012， 博士

【摘要】 教育是一个恒久长青的话题,更是我们口常生活的重要组成部分。现代中国处在个制度、文化、生活方式蜕变的时代。不断变化中的社会及教育,改变着一代代人的命运和境遇。从一个别样的视角审视中国教育的问题,关注时代洪流中的中国教育发展,这是充满挑战和魅力的。本研究以影像进入教育现场,主要跨越两个主要的视角：纪录片的视角和教育的视角。透过对教育纪录片中传达的教育生活的分析,检视中国教育,主要是解放后60年间的教育变迁与发展中有意义和意味的事件。纪录影像是以镜头为工具、影像为媒介、以人性化的视角触及教育者、受教育者们的生活,深入他们的内心世界。对于教育记录片而言,更是作为一种对事实的反映和纪录,承载着教育的理想和使命。因此,通过影像与教育的“话语”相互佐证、交叉阐述,还原一个又一个中国教育的现场。多角度、多层次地追踪并描述中国教育的问题,聚焦于教育民生和日常教育生活实践,通过镜头下的叙事“深描”关注平民的教育生活。这不仅是一种历史研究的补遗,更在探究过去、现在的教育体制和教育目的的同时,也给未来的教育提供样本和启迪。更重要的是通过影像这一媒介,刻画出在时代进程中人们对教育的理解以及教育给人们生活带来的影响。而且,透过纪录片还原的中国教育的样貌,是一个整体的生态环境。这里呈现的故事、场景、片段、人物都是鲜活的、温暖的,是一个时代的烙印,更是一部别样的教育史。基于影像的教育研究也是观察近现代中国教育的一个独特的、连续的视角。这种视角是直达中国教育问题核心的有效途径之一,并为教育研究提供了值得借鉴的话语方式。本论文从大量原始的影像素材和资料入手,聚焦中国教育的历史现场,通过对现场的不同方式描述,试图探讨在纪录片话语中不同现场呈现和交织出的中国教育生活样貌。论文的写作思路和结构如下。第一章：分别论述了本论文的研究缘起、研究综述、研究方法及论文基本框架等内容。第二章：主要追溯早期影像肇始,聚焦了1949年前中国教育纪录片的发展脉络。梳理早期1949年前的教育纪录片历史,尤其回顾了商务印书馆的开拓性的拍摄实践及挖掘了尘封多年,已语义不详的教育纪录片、教育电影协会的历史档案。第三章：进入国家意识的影像档案库,关注于建国后1949年-1967年间影像中的教育话语,聚焦在各种政策文本和影像素材,其中特别是“新影”素材中的教育片段。将影像的视角和教育的视角并置在一个平面上,把来源于官方的素材以镜头重叠的方式交替呈现,试图通过卷轶浩繁的《新闻简报》中的社会主义初期的宏大的教育叙事和影像简报的介绍及叙述,力求简洁地还原现场。从政治学和历史学的角度进行“观看”并生成教育“见证”的功能。第四章：还原并梳理了政治年代的影像,将1966之后文革期间的教育影像做了标识。这些目前仍然被封存的纪录片影像中的教育话语,通过文本与影像的交互引证,分析了这一阶段的影像特征,并对其进行分专题式的讨论,力求还原一个沉重的历史背景下的教育现场。探究遮蔽在镜头之后的教育的核心价值、问题和意义。第五章：域外视野中的中国影像,探讨了国外导演在中国的拍摄实践,以影片为样本,比较视角差异导致不同的影像之间的中国教育的影像记忆,发掘镜头之下的社会主义中国的细节,试图探究在外国人眼中不同于《新闻简报》的影像意义。第六章：研究了转向平视的大众影像,聚焦改革开放后体制内的教育影像创作和发展。以纪录片个案的组合,通过镜头话语的交互引证、分析,透视改革开放30年间,中国教育生活的一个个侧影。追问日常生活中有意义的教育事件和场景,并借助摄像机的深描,来观察、放大、研究教育现场,试图让教育的意义自然流淌。第七章：剖析了世纪之交追求独立的影像,并延续第六章讨论的大众影像,两者加以区分,重点落在体制外的独立制片。深入挖掘了体制外的独立纪录片的创作和精神,同时追问了教育纪录片的创作和影像的价值意义。通过对导演作品的分析,呈现中国当下影像创作中的教育的面貌。论文的结语部分指出,教育的历史,影像必须出席。直击一个个现场或许能更逼近教育的真相。提出教育研究的当务之急不仅需要挽救时代的影像,同时也要思考影像背后的文化和历史意义。通过镜头话语的呈现和分析,提供跨学科教育研究的一种新途径。更多还原

【Abstract】 Education, a topic discussed forever, constitutes the main part of our daily life. Modern China is undergoing transition in the field of institution, culture and life style. Society and education with constant changes often change peoples’lives and their fates. It is challenging and appealing for us to look into China’s education issues from a unique perspective and its status quo in a tide of times.This study with attempt to enter into scenes of education through film embraces two prime perspectives:documentary and education. China’s education, especially significant and meaningful events in transition and development of education within period of60years after China’s Liberation, can be observed and reviewed through analysis on life, events and fragments of education preserved in educational documentary.Through lens and films taken from humanistic perspective, directly recording audio-visual images enable us to touch lives of both Chinese educators and the educated and also penetrate into their internal world. Each scene of China’s education is thus restored by way of films and educational discourse evidenced and elaborated from each other. Issues related to China’s education are described and traced from multi-angle and multi-level visions. Educational livelihood and everyday life of educational practice are concentrated. Special attention are given to educational life of ordinary people through narrative lying behind lens, containing scenes, figures, thoughts or practices of education. All such are not only supplementing historical studies but also inquiry of the educational purpose, institution past and present, offering samples and insights to the future of education. What’s more important is to describe and present peoples’attitudes and understandings on education as well as influences on their lives brought by education in changing times.Therefore, restoring basic profile of China’s education through documentary constitutes an ecological environment as a whole. Stories, spots, fragments and people showcased here are vivid, warm and historical marks of times, all such constitutes a unique history of education. Educational research based on visual images and films is also considered as a different and constant perspective to observe modern China’s education. Such perspective, as an effective way of directly penetrating into the core issues of Chinese education, provide discourse that we can borrow to merit our educational research.Based on large quantity of original materials, back to historical tracks of early education films since1917and from analysis on the film department established by early Commercial Press to combing the development grain of Chinese movement on educational documentaries, all these shapes an original scene of China’s educational profile in film. In retrospect of history from which we enter into, this study aims to explore how general profile of China’s education interwoven by different educational scenes is showcased in discourse of documentary through educational films, images appeared after1949and descriptions of educational scenes with different ways? Thoughts in writing and structure of this study are introduced as follows:Chapter I:Content, including origin of research, literature review, research method and its basic framework are to be illustrated in detail respectively.Chapter II:Back to origin of early educational films and focus on the development grain of China’s educational documentary before1949. This chapter aims to comb the early development of educational documentary before1949, reviewing pioneer works filmed by Commercial Press in particular and digging out educational documentaries with obscure meaning and history archives preserved for decades from the Association of Chinese Educational Cinema.Chapter III:Stepping into Film Archive with national ideology, this chapter concentrates on educational discourse in film after founding of PRC, from1949to1967and variety of educational policies in text format as well as images materials, especially fragments of China’s education presented in materials of New Film. Great efforts were made to restore the scenes of education in a simple and clear way by aligning perspective of the film with that of education, alternative appearance of materials sourced from the official through overlapping the lens, a grand narrative of education and narration of the film in voluminous writings of the Xinwen jianbao (News Bulletin). Education is to be observed from the angles of politics and history, generating testimony function of education.Chapter IV:Making a mark on education in film within the period of Cultural Revolution after1966to restore and comb images and films in political ages. Based on educational discourse preserved in documentary films so far, this chapter aims to restore educational scenes in such gloomy historical context and interpret features in films of this period by interactive testimony supported by texts and films and thematic discussion so as to detect core value, issues and meanings of education lying behind lens.Chapter V:Discourse in documentaries produced by foreigners. This chapter is designed to study on meanings of educational films captured by foreigners, different from that conveyed by the Xinwen jianbao (News Bulletin). Through inquiry of filming practice by foreign directors and film samples as basis, differences in photographic memory embedded in China’s education caused by different perspectives taken are compared and details of China with socialism lying behind lens are also detected.Chapter VI:Shift to voices of people in discourse of educational documentaries and focus on creation and development of education in films within institution after China’s open-up policy adopted. Pieces of China’s educational life in profile during the three decades of opening-up has been grasped through combinations of individual documentary, interactive testimony and analysis by discourse in lens. With the help of deep description by camera, educational scenes can be observed, enlarged and studied, making spirit and meaning of education present naturally.Chapter VII:Continuous discussion on voices of people in discourse of educational documentaries as mentioned in previous chapter, this chapter aims to focus on the individual film production beyond institution by interpretation of films pursuit for independency and comparing differences. The creation and spirit of independent documentary beyond institution are explored in depth and its production and value in film are also questioned. The basic profile of China’s education in film at present is showcased based on analysis of works by directors.Conclusion. This section sums up that images and films must be included in the history of education. The reality of education is much likely to be approached by surveying China’s educational scenes directly. The priority of current educational research is not only to save pictures and films of times but also to think about cultural and historical meanings lying behind films. Appearance and analysis of discourse in lens provide us with an innovative approach to probe into educational research with multi-disciplinary perspective.更多还原