【作者】 肖正德；

【导师】 李定仁；

【作者基本信息】 西北师范大学 ， 课程与教学论， 2008， 博士

【摘要】 本研究基于文化学的视角,通过对一个比较典型乡中小学的教学改革进行个案考察,呈现了新课程背景下农村中小学教学改革的样貌,描绘了农村师生在教学改革中的生存状态和生活方式。其主旨在于从文化学层面解读农村中小学教学改革中遇到的冲突问题及其成因,并尝试提出调适策略。具体而言,其主要内容体现在如下四个方面:一是对文化的概念、特点及其构成要素和文化冲突的意涵、成因及其类型进行概述,以便为本研究提供理论支撑。本研究认同“文化是社会和人在一定历史时期的发展水平,表现为人们生产、生活的类型及方式,是一定历史时期人们创造的物质和精神财富的总和”这一文化的广义定义,认为文化由物质文化、制度文化和精神文化三个层面构成。文化冲突是指不同的文化型式在相互依存、相互碰撞的过程中,或某一文化型式由一个阶段发展到另一个阶段时,因价值观念、思维方式、行为规范等差异而导致的互相对立、互相排斥,甚至相互对抗的现象和过程。文化冲突有多种因素使然,其类型也是多种多样的。按文化冲突发生的时间和空间来考虑,可以把文化冲突划分为纵向文化冲突和横向文化冲突;依照文化冲突的原因来考虑,可以把文化冲突划分为内源性文化冲突和外源性文化冲突。二是以浙江省永嘉县S乡为个案,对农村中小学教学改革中的文化冲突问题进行实地考察。首先,从农村中小学教学管理制度中体现的价值观念和文化追求入手,由此来透视农村中小学教学改革中制度层面的文化冲突问题。其次,描述农村中小学教学改革中的教师文化冲突问题。新课程的教学对教师的数量和质量上都提出了更高、更新的要求,许多农村中小学教师感到自身的素质与之相去甚远,于是在教学改革中陷入尴尬的境地。农村中小学教师参与教学改革的热情和行动的状况是不平衡的,有的茫然失措,有的被动应付,有的主动出击。因此,他们对教学改革的感受既兴奋又沮丧,既渴望又焦虑,既获得又失落。再次,描述农村中小学教学改革中的课堂教学文化冲突问题。从课堂空间布局来考察,农村中小学课堂文化强调整齐划一,这与新课程倡导的理念中所蕴涵个人主体、个人价值和尊严的文化价值观形成鲜明的对比。从教学内容层面来考察,传统农村中小学课堂教学与新农村社会文化发展以及新课程诉求的全面和谐发展人的培养目标存在着明显的不适应。从教学方法层面来考察,传统农村中小学课堂文化是以知识授受为主旨、以教师为中心的控制型文化,这与新课程倡导的教学理念和要求存在着相当的距离。当下,农村中小学新课程的教学陷入“穿新鞋走老路”的尴尬局面。三是对农村中小学教学改革中文化冲突的类型和成因进行理论阐释。教学改革作为文化变迁的表现形式之一,必然涉及并带来文化冲突。农村中小学教学改革中的文化冲突表现为传统文化与现代文化的冲突、主流文化与亚文化的冲突及本土文化与外来文化的冲突。从文化学的视界对其进行归因,具有伦理性、人文性、和谐性和中庸性等基本特征的中国传统文化,城乡两极分化而不利于农村社会文化发展的二元结构文化,具有乡土性、封闭性、保守性、贫困性、悠闲性等基本特征的传统农村文化,都会直接或间接地影响农村中小学的教学价值观、教学内容、教学方法、评价方法等,都会对农村中小学教学改革形成一定的阻滞力,导致农村中小学教学改革中文化冲突问题的产生。四是对农村中小学教学改革中的文化冲突问题提出调适策略。一种型式文化,一方面有其固有的文化传统和文化惰性,对不同型式文化有着对立与排斥的倾向,往往形成了文化冲突。另一方面,任何型式文化,也有为了自身发展的需要,吸收不同文化的倾向,不断进行着文化的整合。在当下农村中小学教学改革中,传统文化与现代文化、主流文化与亚文化、外来文化与本文化之间的冲突不会消失,还会长期存在,这就要求我们采取有利、积极、合理的方式,实现各种文化型式的有效整合,以服务与服从于农村中小学教学改革的内在需要。同时,真正意义上的教学改革是教学文化的变革,因此,对教学改革中文化冲突问题的调适,单是整合现有的文化是不够的,还要迎合改革的需求,构建教学新文化。在农村中小学教学改革中,我们要有一种文化自觉,即意识到教学的文化精神,按照教学改革的诉求,均衡配置教学资源,构建新教学物质文化;更新教学管理组织和管理制度,构建新教学制度文化;打破封闭、僵化、控制和守成的传统教学文化型式,构建合作、开放、民主和创生的新教学精神文化。总而言之,教学改革总是处于特定的文化环境之中,植根于本民族、本地区的历史文化传统,离开了教学的社会文化生态环境,则难以理解教学改革。教学改革中暴露的问题不单是教学技术的问题,而更多的是文化层面的问题,研究教学改革应当与一定的社会文化问题结合起来。故此,对于农村中小学教学改革,我们应充分考虑文化因素,多从文化层面解读其遭遇的问题和成因,并且制定相应的文化政策,促使农村中小学教学改革行进在健康有序的大道上。更多还原

【Abstract】 From the perspective of culturology, this dissertation shows the present state of the teaching reform in rural primary and middle schools under the background of new curriculum reform and describes the living state and lifestyle of these rural teachers and students in the teaching reform by a case study of the teaching reform in a comparatively representative rural primary and middle school. The main purpose is to interpret the cultural conflict and its roots of the teaching reform in rural primary and middle schools and to suggest the adjustment strategies. The main contents are as follows:First, the thesis gives a general description of the definition, characteristics and components of culture and summarizes the connotation, roots and types of cultural conflict, which are used as the theoretical support of this research. In this research, culture refers to the development level of society and people in a certain historical period which shows the types and modes of people’s production and life, and culture is a combination of material and spiritual wealth. According to this broad definition, culture is made up of material culture, system culture and spiritual culture. Cultural conflict refers to the phenomenon and process of cultural collision which happens between various cultural forms, or the phenomenon and process of cultural collision which happens from one stage to another in one cultural form based on the differences among values, ways of thinking and code of conduct. According to time and space, cultural conflict can be divided into vertical cultural conflict and horizontal cultural conflict. Based on the cause, cultural conflict includes endogenous cultural conflict and exogenous cultural conflict.Second, the thesis, taking S Town Yongjia County, Zhejiang Province as a case, presents a survey of cultural conflict in teaching reform of the rural primary and middle schools. They include: 1) the survey explores the cultural conflict in system level from the perspective of the values and cultural pursuit of teaching management system; 2) the survey describes the teachers’cultural conflict in teaching reform of the rural primary and middle schools. For teachers, new curriculum teaching puts forward higher and newer requirements in quantity and quality, but many rural school-teachers think there is a big gap between their personal qualities and new curriculum teaching requirements, which makes the rural school-teachers in an awkward position. On the other hand, there exists an imbalance phenomenon between teachers’enthusiasm and their action in teaching reform. Some teachers are active and some are passive; 3) the survey describes the cultural conflict of the classroom teaching in teaching reform. In the space layout of classroom, there is a remarkable contrast between the uniform concept of the classroom in rural primary and middle schools and the cultural concepts of individual subject and individual values and dignity. In the teaching content, the classroom teaching of traditional rural schools cannot make good adaptation to training objectives of comprehensive and harmonious development put forward by social development of new countryside and new curriculum. In the teaching methods, there is a long distance between the traditional classroom culture in rural schools which is characterized with knowledge-based and teacher-centered cultural values and teaching philosophy and requirements proposed by new curriculum.Third, the thesis makes a theoretical interpretation of the types and roots of cultural conflict of the teaching reform in rural primary and middle schools. The teaching reform, as an important manifestation of cultural changes, will lead to cultural conflict. The cultural conflict of teaching reform in rural primary and middle schools has many kinds of representations: the conflict between traditional culture and modern culture, the conflict between mainstream culture and sub-culture and the conflict between local culture and foreign culture. From the perspective of culturology, the thesis proposes the Chinese traditional culture with the ethical, humanistic, harmonistic and mean nature, the dualistic culture with the polarization between urban and rural areas, the traditional rural culture with the local, closed, conservative and leisured nature, will directly or indirectly bring the teaching reform of rural schools resistance, thus cause the cultural conflict of teaching reform in rural schools.Fourth, the thesis proposes the adjustment strategy toward cultural conflict of teaching reform in rural primary and middle schools. On the one hand, one culture form with its inherent cultural heritage and cultural inertia has the tendency of confrontation and exclusion of another culture form; On the other hand, any cultural form for its development has the tendency of absorbing various cultural forms, thus makes cultural integration. In the present rural areas, the conflict between traditional culture and modern culture, the conflict between mainstream culture and sub-culture and the conflict between local culture and foreign culture, will not disappear and exist for a long time. In view of this, we should adopt a positive, beneficial, reasonable manner to realize the effective integration of culture. Meanwhile, we should construct new teaching culture to meet the needs of reform. In the teaching reform of rural schools, we should have a cultural awareness, i.e. the cultural spirit of teaching. Specifically, according to the demands of teaching reform, we need to construct material culture of teaching by allocating teaching resources in balance; we need to construct teaching system culture by reforming teaching management organization and system; we need to construct spiritual culture with the feature of cooperation, openness, democracy and creation by reforming closed, rigid and traditional teaching cultural form.In short, teaching reform cannot separate from the specific cultural background and is deeply rooted in historical and cultural tradition of the nation and region, so it is difficult to understand the teaching reform without socio-cultural background in which teaching reform exists. The problems exposed in teaching reform are not only involved in technical level, but more concerned with cultural level. As far as the teaching reform in rural schools is concerned, cultural roots should be discussed and more attention should be paid on the formulation of the corresponding cultural policy and promoting the teaching reform of the rural schools healthy and orderly.更多还原