【作者】 胡白云；

【导师】 李森；

【作者基本信息】 西南大学 ， 课程与教学论， 2012， 博士

【摘要】 教学民主并不是一个新鲜话题,但时至今日,教学中非民主的现象仍然普遍存在,成为制约教育教学质量提升的重要因素。因此,对教学民主问题进行深入的研究,对学生发展、学校发展有着重要的意义。本研究借鉴女性主义的解放分析模式来审视教学中的民主问题,在分析女性主义对教学的影响以及教学民主诉求的基础上,紧紧抓住女性主义与教学民主的契合点,以此来构建女性主义视野中的教学民主——解放式教学民主,并观照当下教学民主的现状及形成的原因,提出解放式教学民主的实现路径和策略。全文共分七个部分：第一部分导论。阐述了本研究的缘起,并对已有研究进行了分析,确立了本研究的目的及意义,提出本研究的思路、内容与方法。第二部分一般意义上的教学民主解读。认为一般意义上的教学民主是指教师在承认学生在教学活动中的主体地位、承认学生是学习的主人并有权利决定自己的学习行为的基础上,把激发学生学习的主体性作为目标,采取民主的方式,在与学生积极互动过程中促成学生最大可能的发展的一种教学原则。它具有主体性、参与性、平等性和差异性四个特征,并对教学民主在教学目的、师生关系、教学方式和课堂氛围等方面的表现进行了阐述。第三部分国内外教学民主思想的历史考察。分别对国外和国内的教学民主思想的历史发展进行了梳理。在当代批判教育理论的影响下,国外对教学民主问题的研究不再停留在改革外在的制度和形式层面,而是深入各种不平等的现象背后,试图揭露它、改变它。这一发展趋势给我们的启示是：我们必须要用批判的方式、解放的分析模式来重新思考教学民主及其实现。国内的教学民主思想起步较晚,目前仍在发展当中,没有形成系统的理论框架。已经关注的问题有教育的平等、教育的普及、师生关系的民主、教学方法的民主、个性化教育等。现象揭示多,而对现象背后深层次的原因分析不够,仍不能解决教学实践中的非民主问题。因此,结合目前基础教育课程改革对学生主体性的强调来思考教学民主的问题,将成为教学民主理论新的生长点。第四部分为了解教学民主的真实状况,本研究分别对150位教师和250名生进行了问卷调查。教师问卷和学生问卷的内容各有偏向,问卷各包括30个问题,从教学态度和教学行为两个大的方面进行了设计。对问卷调查结果进行分析得知,学生希望得到尊重、平等的对待,期待教学民主,而现实的教学中仍然有不民主或非民主的现象,影响了教学的有效性,制约了教学的正向功能。从认识方面看,教学民主只是一种形式,教师和学生对教学民主的认识都存在一定的问题,把教学民主理解为一种教学方式或可有可无的东西,没有真正理解教学民主对于教学中弱势群体的人性关怀以及在实现学生平等、自主发展方面的价值,更没有看到教学民主对于培养民主社会的民主公民方面的价值。从教学民主的实践看,教师课堂教学权力的行使、学生对教学活动的参与、对师生关系的认识和建立、教学活动的方式等都取决于教师,因而受各种因素的影响,教学民主很容易被异化为一种给予式的民主,其实质是不民主。教学中非民主现象存在的原因在于文化层面,文化中的等级制价值思维方式及统治逻辑的影响；制度层面,受制度的形成、制度的表述、制度的执行当中存在的不民主的制约；观念层面,受观念上的认识如教育目的的社会本位取向、知识为主的教学内容、对教学过程的误解等的影响；素质层面,受教师素质包括教师的教育理论知识、教学能力、教学方法等的限制。第五部分分析了女性主义的内涵、三次浪潮、主要流派及特点。女性主义发展至今,流派众多,但它们都有着共同的追求,即关注两性的差异和平等、追求女性这一弱势群体的公平发展。女性主义与教学民主有着共同的追求,那就是对弱势群体的关注,希望能够改变弱势群体的处境,使其获得公平的发展。在此基础上提出本研究的核心概念解放式教学民主,将其界定为：为了实现师生人性的自由发展,教师在教学过程中通过解放自身和学生的意识和行为,构建师生学习的共同体,尊重每个共同体成员的个体经验,展开平等对话,以此来达成学生对知识的理解和能力的提高的一种教学原则。作为一种教学原则的教学民主在理念及教学方式上规范着教学,其核心在于以人性的自由、公平的发展为价值取向,通过构建师生共同体,以共同体成员之间的解放、尊重和对话为实现方式。体现在：教学目的上,以师生意识的觉醒、人性的自由发展为追求,尤其强调教师的文化觉醒。教学内容上,就知识本身而言,课堂中再也没有绝对正确的知识,有的只是个体的不同体验。不论来自何种种族、性别、阶层的个体,他们都有自己独特而珍贵的体验,教学要以此为基础展开平等主体之间不同经验的分享,让每个学生的声音都得到同等的关注和重视,在心理上得到认同,在认识上得到提升。教学方式上,通过解放师生,展开对话和协商。第六部分解放式教学民主实现的路径。认为解放式教学民主要通过转变师生的教育观念、变革师生的教学实践、弘扬师生的人性来实现。首先要从观念的转变入手,促成师生主体观、平等观、自由观、道德观和权力观等观念的变革。在此基础上,在教学实践中变革教师的实践和学生的实践。最终要通过人性的弘扬,实现教学目的的升华。弘扬师生人性,即追求人性之真：从驯化到解放、人性之善：从片面到和谐、人性之美：从约束到自由。认为三者之间是层层递进的关系,观念转变是前提,教学实践变革是保证,师生人性的弘扬是目的。第七部分提出了解放式教学民主实现的策略。认为女性主义视野中的教学民主着眼于学生的主体性的发挥,关心学生在教学中的积极参与。强调通过解放学生以提升学生的主体地位,从而改变教学中的不民主现象。从实践的角度考虑解放式教学民主的实现,应该重新定位教学活动的各个方面,为教师提供行之有效的策略：基于学生的解放确定教学目标、基于知识的批判解读教学内容、基于民主的原则选择教学方式、基于共同体的构建开展课堂管理、基于关系思维进行教学评价。本研究的创新点在于：一是研究分析模式新,即用女性主义的解放分析模式来进行研究。以往在谈教学民主时多数从教师的角度来谈,学生的主体地位和教学权力没得得到应有的关注；而且多数研究借鉴的是性别分析模式或平等分析模式,对解放分析模式的借鉴几乎属于空白。二是研究内容新。以女性主义与教学民主二者的共契来提出本研究的核心概念并非牵强附会,而是经过大量的文献资料的阅读和深入的思考而得出的结论。研究发现,二者之间存在着共同点：都具有强烈的关注弱势群体的情怀,都强调通过解放来实现发展,都包含意识的解放、实践的解放、人性的解放三个层面。三是主要观点新。在解放的女性主义分析模式下,教学民主不再是因为教师采取所谓的民主方法对待学生的结果,而是教师通过解放学生,让学生自觉自为地意识到解放自我的需要,并积极主动地争取解放,实现教学民主从“给予”到“解放”的转变,从而促成学生平等、自由的发展。更多还原

【Abstract】 Teaching Democracy is not a new topic. However, up till now, non-democratic teaching is still a ubiquitous phenomenon, which has already become a major obstacle for promoting teaching quality. Therefore, deeper investigation into the issue of teaching democracy is crucial to the development of both students and schools. This paper, based on the liberal feminism, looks into to the problem of teaching democracy. By analyzing the influence of feminism on teaching and teaching democracy, and focusing on the interplay of feminism and democratic teaching, we established a framework of teaching democracy from the feminist viewpoint. In addition, considering the status quo and origins of teaching democracy, we proposed ways and strategies of realize teaching democracy.This dissertation is divided into seven parts:Part One:Introduction. Part one explicates the rationale of the present study. It gives a brief analysis on the existing studies, states the objectives and significance of the present study, and also explains the major thoughts, contents and approaches of our study.Part Two:we firstly give a summary on the teaching democracy in general. It is considered that generally, teaching democracy refers to the teaching principles in which teachers acknowledge the subjective status of students in teaching and see that students take the initiatives in learning behaviors, and therefore, teachers would be concerned about arousing students’ initiatives and maximize learning outcomes in democratic interaction. This process bears4features, which are subjectivity, participation, equality and variability. We elaborated the manifestation of teaching democracy in teaching objectives, teacher-student relationships, teaching approaches and classroom atmosphere.Part Three:A historical review on the teaching democracy at home and abroad. In this part, We then give a historical review on the teaching democracy at home and abroad. Under the influence of modern critical pedagogy, researchers abroad do not just only focus on external systems, but rather, they go deeper into the inequality and endeavor to reveal the fact and make changes. This inspires us that we should adopt a critical and emancipatory viewpoint to rethink about teaching democracy and how to realize that. In China, thoughts of teaching democracy are still in its infancy, and now it is developing but no systematic theoretical framework has been established. Some issues has been explored, such as the equality in education, the spread of education, democratic student-teacher relationship, democracy in teaching approaches, and individualized education. Nonetheless, it lacks deep-seated reasons on these phenomena, which prevents us from solving non-democratic problems in teaching practices. Based on the emphasis on students’ subjectivity in the present basic education curriculum reform, the issues of teaching democracy will be a new growing point for teaching theories.Part Four:In order to understand the status quo of teaching democracy, the present study conducted a questionnaire interview with150teachers and250students. Questionnaires for teachers and students are biased towards different aspects. In total, there are30questions in the questionnaires, which were designed to study attitudes and behaviors in teaching respectively. Results show that students hope to get respectful and equal treatment, and expect for teaching democracy; however, there are still non-democratic phenomena which limited teaching effectiveness and teaching positive function. That aside, there is still misunderstanding in teaching democracy by both students and teachers, who considers teaching democracy as merely a type of non-essential teaching approach. They have not realized the significance of teaching democracy for helping vulnerable group in learning and for promoting equal and self-development, nor have they seen the importance of teaching democracy in cultivating democratic citizenship. Teachers have been the major determinant in deciding teachers’ power, students’ participation in teaching activities, establishment of student-teacher relationships, and also teaching activities. Therefore, teaching democracy is easily dissimilated into teacher-bestowed "democracy", which is virtually not really democracy. Non-democratic teaching has its root in culture, social system, ideation and diathesis. From the perspective of culture, values of social hierarchy and dominant ideology have a role to play. From the viewpoint of social system, there has been non-democracy in the formation, formulation and execution of the system. Ideas on society-departmentalism, knowledge-oriented teaching practice and misunderstandings of teaching processes also play a part. Finally, there are limitations in teacher’s theoretical knowledge, teaching ability, and teaching approaches.Part Five:analyzed connotations of feminism, the three main waves, and major schools of feminism. There are various schools of feminism, but all of them have a common pursuit, that is, to focus on the gender differences and equality, and to achieve equity and development of women. Feminism has a similar purpose to teaching democracy, that is, to help vulnerable groups get out of disadvantageous situations and to promote their development. For this reason, we proposed a key conception for the present study:Emancipatory Teaching Democracy, which is defined as "a teaching principle by which teachers liberate themselves and students in both ideology and behavior in order to construct a student-teacher learning community, in which individual experiences of each member would be respected and equal dialogues could be conducted, and therefore students’ understanding of knowledge and their competence could be promoted." Specifically, this could be manifested in the following aspects. Concerning the contents of teaching, there are no longer absolutely right or wrong answers, but only different individual experiences. Regardless of race, gender and social class, individuals all have unique and special experiences. By sharing their experiences, every student will be equally valued. They are emotionally acknowledged, cognitively promoted. In the teaching methods, teachers and students are free to have dialogues and negotiations.Part Six:Ways to achieve emancipatory teaching democracy. In order to realize the emancipatroy teaching democracy, we should transfer the liberation of thoughts and teaching practice of teacher and students, and advocate the freedom of human nature. Firstly, starting from the liberation of thought, traditional views on subjectivity, equality, liberty, morality and authority should be changed. Then, behaviors of teachers and students in teaching practices should be freed. Finally, teaching purposes should be elevated by freeing the human nature. The truth of human nature should be pursued:from acclimatization to freedom (kindness of human); from one-sidedness to harmony (beauty of human); from restraint to freedom. The three processes go forward one by one. Freedom of thought is the prerequisite, freedom in teaching practices is the guarantee, and freedom of human nature is the ultimate goal.Part Seven:proposes the strategies to realize emancipatory teaching democracy. In this part, we consider that a feminist view of teaching democracy should lay emphasis on the development of students and the active participation of students in teaching activities. Through emancipating students, their subjective status will be promoted and thus get rid of non-democracy in teaching. From a practical perspective, we should rethink about several aspects in teaching practices, and provide effective strategies for teachers. Those strategies are:(a) to set teaching objectives based on the emancipation of students;(b) to interpret teaching materials based on the criticism of existing knowledge;(c) to choose teaching approaches based on democracy;(d) to manage classes based on an establishment of student-teacher community; and (e) to make teaching evaluation based on an relational thinking.The present study has brought forward several innovations. First, studying teaching democracy in the framework of feminism is a new research perspective. In the past literature, most studies have discussed about teaching democracy only from the perspective of teachers; while few have been concerned about the subjective status and rights of students. In addition, most of the studies have used gender analysis model or equal analysis model, but there are barely any studies which have employed the liberation analysis model. Second, the research content is novel. Based on amounting evidence in the past literature and theoretical reasoning, it is well-justified that feminism aligns well with the key points in the present study. They have a lot in common. Both of them focus on the vulnerable group. Both of them stress on development with the help of freedom which contains the freedom of ideas, behaviors, and human nature. Thirdly, we have proposed fresh viewpoints in the present study. In the framework of feminist liberation, teaching democracy is no longer a practice that teacher adopt so-called "democracy" in treating students. But rather, it should refer to the fact that teachers help students develop the consciousness to free themselves and to actively strive for freedom, and thus, the situation will be changed from "giving" to "freeing" and finally promote equality and free development of students.更多还原