【作者】 曹建召；

【导师】 陶本一；

【作者基本信息】 上海师范大学 ， 课程与教学论， 2008， 博士

【摘要】 语文设科百年以来,语文知识从无到有,从零散到系统,从淡化到重构。关于语文知识的讨论始终没有停息。受二元论思维的影响,对于学校语文知识的追问,最常见的一种形态就是,要不要语文知识?语文是学习知识的还是培养能力的?语文教学是语感教学的,还是语识教学?等等。这种非此即彼的研究范式,最终没能解决“为什么要有这些语文知识”的难题。研究语文知识的“源头”问题——知识从哪里来,必须要进行语文知识生产方式的研究。本研究选择文献研究、个案研究、历史描述与演绎推理的方法对已纳到语文课程与教学中的语文知识进行深入剖析,以期建立语文知识生产的分析框架,为以后语文知识的生产提供有益的借鉴作用。学校语文知识生产就是生产者对于相关母语知识的选择、创生(重组),并通过一定的方式呈现出来的过程。知识生产方式就是研究知识生产的途径、过程与方式方法。知识生产包含四个基本因素:知识生产者,生产过程,生产的产品(即知识)和知识的传播。由于知识生产是一种社会生产,其中必然会受到社会因素的干扰与制约。为了维系知识生产的运行,知识生产还需要一套辅助机制。这些辅助机制是:动力机制、审议机制和反馈机制。论文按照语文知识生产的各个要素分章进行研究。各部分研究的主要结论是:一、语文知识生产者1、知识生产者是知识生产的主体,是知识生产的直接作用力。知识生产者的世界观、知识观都会影响甚至决定知识生产的结果。语文知识的生产者主要有学科专家、语文课程专家、教师和其他人员。目前,学科专家和语文课程专家是语文知识的主要生产者。2、《外国小说欣赏》的个案研究发现,从学术知识到学校知识之间,还需要编写者根据学习者的情况进行必要的“加工”。纳入到语文课程中的知识是对学术知识的一种“借用”和“转换”,并且要在此基础上积极“吸纳”与“借鉴”其他的相关研究。从学术专著到学校教材必须经过:精选与简化、通俗与晓畅、过渡与衔接、表达与呈现四个环节。3、上海教育版高中《语文》实验教材知识生产方式的研究发现,其新奇的术语,全新的知识内容和知识呈现方式,使得本套教材具有反学科的特征。学科知识体系的发展是在学科的知识生产与反学科的知识生产的矛盾冲突中前进。二、语文知识生产过程1、知识的生产过程是知识的选择与组织的过程。语文知识生产过程主要表现为:传统知识的继承;学术知识的选择;国外知识的借鉴;经验知识的总结和缄默知识的显现等。2、语言知识生产在不同的阶段表现为不同的生产过程。《马氏文通》和《新著国语语文法》属于典型的借鉴式知识生产;《暂拟汉语语法系统》的知识生产过程表现为多主体审议的生产;《中学教学语法系统提要》的知识生产过程既有学术知识的转换,也有传统语法知识的继承,还有多主体讨论与审议,表现为统合型的知识生产。3、1956年汉语、文学分科时期的文学知识生产,主要是借鉴前苏联的文学教学模式,诞生了“《红领巾》教学法”等文学教学知识,这些知识由于过多地照搬他人的经验,没能做相应的加工、改造,知识的实用性受到怀疑。4、文体知识生产过程是一个不断被改变和重塑的过程,从“二大文体”,到“四大文体”,一直到“三大文体”的定型,学校语文知识生产过程表现为一种压缩与减化,直接导致的结果是文体概念界限的模糊。5、“删节版”教材编写体现了对于原作的一种取舍,这种取舍隐含着对编者意图与作者意图之间的冲突,知识生产要兼顾学生与原作之间的关系。6、识字教学理论在字量与字种、字频与复现、构字与构词能力方面已经有了较为深入的研究。识字教学的相关理论研究和识字教材编写之间存在着一定的差距,理论研究的实践转换还有大量的工作未做。知识转化体现为一种知识生产。三、语文知识生产的动力机制1、知识生产的动力机制是一套维系知识生产运作与发展的体制、制度。促进语文学科知识生产的动力有两种力量。一种力量直接来自于学科内部,通过学科内部知识的积淀和继承;一种动力来自于学科外部的政治环境、文化环境,社会变迁,相关学科发展等。2、学科内部的动力研究,选取教材的个案分析发现,教材知识生产的内部动力有如下特征:传统教材知识的继承与更新;课程标准的引领与导向;教材编写者知识的转化与应用;相关学科知识的吸纳与借鉴。3、口语交际取代听说能力由学科外部引发,学科知识的生产与变革要符合其本身的发展规律,促进知识生产与变革的主要力量应该符合学科自身的发展规律与运行轨迹。外部的力量只能作为知识生产的一种推动力而不是决定力量。四、语文知识的呈现1、知识呈现就是对知识生产结果的表征方式。知识生产者通过一定的生产过程,生产出的知识内容,要通过一定的渠道与途径表现出来。学校语文知识呈现的常见途径有教材、教学参考书等。2、教材中语文知识与课文之间存在分离关系、游离关系、交汇关系和蕴含关系。教材的知识编排上有:系统式呈现和随文式呈现;明晰式呈现和潜藏式呈现;螺旋式呈现和阶梯式呈现。2、对四个版本教学参考书的知识呈现研究发现,大部分呈现是“要教什么”的知识。而对于“为什么要教这些”和“怎样教这些内容”的相关知识很少。3、两个时间跨度超过80年教案的比较发现:除了概念、术语的变化外,语文知识的内容变化不大,教学知识有明显的差异。语文课程在体现其规律性的背后,也反映了语文知识生产并不理想。五、知识的传播与审议1、知识的传播是知识被接受的前提,知识通过各种媒介的传播使得个人知识变成公共知识,并在更为广阔的领域里被人们接受和使用。传播的过程也是知识生产的过程,传播的路径自然会影响到知识的生产。2、知识的审议机制是从学生的视角出发,对现有知识和将要生产的知识其合理性与合法性进行审议。只有符合知识审议条件的知识才能在教学中发挥应有的作用。建立起多主体、多视角的知识审议机制才能保证知识生产健康、良性地发展。3、语文学科知识审议的人员应该有:学术界的学科专家、语文课程与教学论的专家、教师和学生,他们应该共同组成知识生产的主体。在这个组织中,知识的生产不是单向度的生产、传播,而是一种动态的生成过程。学术专家的学术知识、课程专家的教学知识、教师的实践知识和学生对知识的接受和体验一起生成语文知识。更多还原

【Abstract】 Chinese knowledge as a subject in schools has a history with around 100 years. However, the discussion about the Chinese knowledge has never stopped. Influenced by dualism, these discussions about Chinese knowledge are focused on following questions: do we need Chinese knowledge in school? If that, why do we need it? Is teaching Chinese knowledge to help students acquire taught knowledge or develop language abilities? Is learning for make sense Chinese language or knowing Chinese knowledge? And so on. The unilateral thinking paradigm has not been able to answer these questions. To understand and answer these questions, research about the source of Chinese knowledge is important. For tracing, research has to be started with the modes of Chinese knowledge production.This research analyzed deeply the existing Chinese knowledge that is employed in Chinese curriculum and textbook by literature review, case studies, historical description and deductive reasoning. It aims at attempt to establish an analysis framework and to provide a profit of developing Chinese knowledge.Production of Chinese knowledge adopted by schooling is a process that producers choose, recombine and present native language. The modes of production involve approaches, processes and ways of producing knowledge. There are four general factors in the process of Chinese knowledge production: producers, process for producing, production (knowledge), and spread of knowledge. Because the knowledge production is one kind of social production, it will be disturbed and restricted by some social factors. Therefore, a set of auxiliary mechanisms to maintain knowledge production are needed, involving the dynamic mechanism, the deliberation mechanism, and the feedback mechanism.According to above factors of the knowledge production, this research can obtain the following conclusions. I: The Chinese knowledge producer1、The knowledge producer is the subject and the direct affecter of the knowledge production. Knowledge producers mainly include discipline experts, experts in Chinese curriculum, Chinese teachers and other professionals related to Chinese knowledge. Their world-view and the knowledge view can influence even determine the result of knowledge production. The first two are main Chinese knowledge producers.2、The case study found from the foreign fiction appreciation that for transferring academic knowledge to knowledge for schooling, editors need to make the suitable successive processing according to students’characteristics. Ways of the processing include“borrow”and“transformation”as well as active“assimilation”and“imitation”based on it. Therefore, transferring academic knowledge to school knowledge needs four procedures: selection and simplification, popular and clarity, transition and linking up, expression and presentation.3、The Chinese textbook in high schools published by Shanghai Education Publishing showed a anti-discipline character which has the novel term, the brand-new content, and creative modes of presenting knowledge. The discipline knowledge system develops with contradictory conflict between the discipline knowledge production and the anti-discipline knowledge production.II. The process of producing Chinese knowledge1、The process for producing knowledge is the process of choosing and organizing knowledge. The process includes inheriting traditional knowledge, choosing academic knowledge, absorbing overseas knowledge, summering experienced knowledge, appearing tacit knowledge, and so on.2、Processes of producing knowledge are different in different stages of language knowledge production. For example, Mswt and Xzgyyyf embodied the typical imitational knowledge production, Znhyyfxt showed the multi-agent deliberation production, and Zxjxyfxtty displays the integration knowledge production.3、The literal knowledge production in 1956 imitated former Soviet Union’s knowledge production pattern and based on it, Honglingjin instruction was produced. These knowledge imitated other countries’experiences so excessively that its practicability was not able to be ensured.4、The stylistic knowledge production is the process with being unceasingly changed and remodeled. From the two stylistic to the four stylistic as to finally the three stylistic was confirmed .The process of producing Chinese knowledge in school showed compression and reduction so that the stylistic concept lacks the clarity5、The edit of“cut down”textbook means to choose the original work. The choice implied a conflict between editors’intentions and the author’s intentions. Chinese knowledge production should deal well with the relationship between both students and the original in intensions.6、The theory of teaching character had depth research in the quantity and species of Chinese character, frequency repeated, and capacity of forming word. There is a gap between teaching theories and compilation of the textbook. There are lots of works to do for employing theories to practices. Therefore, knowledge transformation is manifested as a kind of knowledge production.III. The dynamic mechanism of the knowledge production1、The dynamic mechanism of the knowledge production is a serious of systems that aim at maintaining the function and development of the knowledge production. There are two powers to promote the Chinese knowledge production. One is directly generated from the internal of the discipline by inheriting and accumulating content knowledge. Another one resulted from the external setting involving political context, cultural environment, social change, the development of related disciplines, and so on. 2、The research on Chinese textbook found that the discipline internal power was characterized as follows: inheriting and renewing knowledge of traditional textbooks, the guide and direction of standardizing Chinese curriculum, the transformation and application of Chinese textbook editors’knowledge, and imitating and assimilating knowledge of related disciplines.3、The shift from listening and speaking skills to ability of oral communication is the result of the discipline exterior power. The producing and transforming Chinese knowledge must obey rules of discipline knowledge development. The main power to support the knowledge production is deserved from the rule of the discipline development and the path of the movement. The external power of knowledge production is a driving force but not determining factor.IV. Modes of presenting Chinese knowledge1、The mode of presenting knowledge is the way of how to organize knowledge. Chinese knowledge produced by producers is presented with certain approaches and ways such as textbooks, handbooks and teaching materials.2、There are four interactions between the Chinese knowledge and the textbook separating from, related to,integrating with, and including, each other. The modes in which knowledge is organized and appeared can be systematic or random, explicit or implicit, and spiral or terraced.3、The research on modes of presenting knowledge in four handbooks found that the knowledge is mostly presented as declarative knowledge about what to teach. The procedural knowledge about why to teach it and strategic knowledge about how to teach are limited.4、The research by comparing teaching plans now and in 80 years ago found that the content knowledge has scarcely changed in addition to the shift of terms describing concepts. It means that teaching knowledge has obvious improvement but the presentation of Chinese knowledge production is problematic in matching with rules of Chinese curriculum. V. The spread and deliberation of Chinese knowledge1、The spread of knowledge is the prerequisite of that knowledge is accepted The individual knowledge is socialized as public knowledge through a range of medium with various approaches and methods to spread knowledge. Therefore, the process of spreading knowledge is the process of knowledge production, and the methods of spreading knowledge affect naturally the knowledge production.2、The deliberation mechanism of knowledge is to deliberate the legitimization and rationality of content knowledge from learners’perspectives. Establishing a multi-discipline and multi-perspective mechanism of knowledge deliberation is significant to provide the guarantee for developing knowledge production.3、The people of deliberating Chinese knowledge include experts in academic discipline, Chinese curriculum and teaching, teachers of teaching Chinese, and students. They are subjects of knowledge production. The production and spread of knowledge is not unidirectional but dynamic among subjects. Chinese knowledge is produced by the interactivity of the academic knowledge of experts in discipline, the curricular experts’teaching knowledge, teachers’practice knowledge, and the students’experiences.更多还原