【作者】 牛海彬；

【导师】 曲铁华；

【作者基本信息】 东北师范大学 ， 教育学原理， 2010， 博士

【摘要】 以语言为中心并结合多个学科视角的话语分析在近些年逐渐成为人文社会学科领域研究备受瞩目的方法。这使得话语在当今人文社会科学领域成为一个十分重要的概念,为各学科领域开拓了新的研究视角和研究范式。而且,近年来教师研究领域的确出现了诸多新鲜话语,这体现了教师研究领域的活力;但每一个时期教师话语研究都有突破口,在这些新鲜的话语背后往往还存在着许多并不令人乐观的深层问题,这需要不断地反思和重构,以此促进教师理论研究的更好发展。因此,本研究试图通过对话语理论的深入解读,在明确教师话语的内涵、分类、特征等基本问题基础上,借助其它相关学科如哲学、社会学、解释学等学科视角和关系思维的方法,深入挖掘当前我国的教育话语,教师的教学话语、课程话语和个体性话语存在的现实问题与原因,最后提出建构和谐的教师话语策略及保障条件,并对教师话语的理想诉求进行了论述。论文主要从以下几个部分展开研究。第一部分作为本研究的基础,主要从教师话语冲突、教师话语迷失、教师教育研究存在的盲点、课程改革需要、个人研究旨趣等方面阐述了论文的研究缘由;从教学话语创新、促进师生对话交往、为教育决策提供参考、深化教育研究、拓宽教师研究的视角分析了本论文的研究价值;最后,介绍了本论文的研究思路和方法、论文的创新之处和国内外研究的现状。第二部分首先对本研究涉及的基本概念如话语、话语权、教师话语、教育话语以及教育场域等进行了纵向考察和初步界定。对于与教师话语研究密切相关的话语、教师话语、教育话语的特征与分类以及教师话语与知识类型、教师话语与教师身份的关系等进行了全面而详细的论述。第三部分主要是借鉴哲学、社会学、解释学等相关学科的理论或研究视角,对能够为话语或教师话语研究提供理论支持或指导的相关理论,如对话理论、权力—话语理论、场域—关系理论、交往行为与话语理想情境理论、教师的压迫与解放理论、教师形象与课程话语权利的关系理论等进行了深入的挖掘和系统的介绍。第四部分主要是对当前我国的教育话语的现状进行了现代性的批判,对我国当前教育话语存在的问题展开了深入的反思,认为我国教育话语主要存在着官方话语霸权,学术话语贫困,民众话语缺失,理论话语失真等问题。在此基础上,提出了我国教育话语的重建策略。即第一,突破权力话语框架,让教育话语多元化;第二,反思科学理性话语,让教育话语在生活中生成;第三,倡导教育的民众话语,让言说者表达自己的心声;第四,回归真实的教育话语。笔者认为,对我国教育话语的否思性解读是研究教师话语的一个重要前提和基础。第五部分作为本研究的核心,对教师的教学话语的内涵、分类,教师教学话语存在的两个最主要的问题—话语霸权和话语失却的表现及根源都作了深入而系统地探讨,并提出了解决教师教学话语失范的对策,即转变话语观念,消解教师话语中心,建立教师与学生的主体间关系,提倡教师对话教学,倡导教师教学话语的后现代转型。第六部分主要阐释了教师课程话语权利问题。认为教师的课程话语权利主要包括教师决策话语权、教师设计话语权、实施话语权和评价话语权四个部分。教师的课程话语存在着教师决策话语高高在上,教师设计话语难以逾越,教师课程实施话语虚假失真,评价话语偏离教师等问题。并对出现这种现象的原因进行内外两方面因素的分析,最后提出了教师课程话语权利的赋予和维护两种策略来解决教师课程话语权利存在的问题。第七部分从教师个体的角度出发,分析了教师个体性话语的内涵、现状,对教师个体性话语的特殊性进行了描述,在此基础上,对教师个体性话语失落的原因和回归策略进行了重点论述。第八部分主要从教师话语和谐的条件和环境出发,提出我国目前理想的教师话语诉求包括宽容的教师话语、自由的教师话语以及民主的教师话语。最后,在结语部分对研究的观点、理论建构、研究结论进行了系统的总结。对研究的不足进行了反思。提出了一些思考和在后续研究中可能涉及的问题,为进一步研究该论题明确了方向。更多还原

【Abstract】 Combination of language-centered and multi-disciplinary perspectives of discourse analysis in recent years has become the field of humanities and social sciences research high-profile approach. This makes the discourse in the contemporary humanities and social sciences to become a very important concept, opened up new fields for each perspective and research approach. In addition, teachers in recent years, there have indeed been a number of research areas of fresh discourse, which reflects the vitality of the area of teacher research; but each one has a breakthrough during the study of teacher discourse in these new words are often behind, there are still many do not feel optimistic deeper issues, which need constant reflection and reconstruction, so as to promote better development of teachers of theoretical research. Therefore, this study attempts through the theory of discourse in-depth interpretation of the meaning in clear discourse of teachers, classification, characteristics based on the fundamental issues, with other related disciplines such as philosophy, sociology, science and other disciplines to explain the relationship between perspective and way of thinking, Mining currently our educational discourse, discourse of teachers, curriculum discourse and discourse of individual existence and causes of practical problems, finally made to build a harmonious teacher discourse strategies and conditions. Papers, mainly from the following part of the start the study. The first part as the basis of the study, the main reason coverage of the study, research value, research ideas and methods, innovations, and international research papers of the status quo.The second part of this study first the basic concepts involved, such as words, the right to speak, teacher discourse, educational discourse and education etc. Field visits and a preliminary definition of vertical. For the study of teacher discourse is closely related to the discourse, teachers and educational discourse features of discourse, classification carried out a comprehensive and systematic exposition.The third component is drawing on philosophy, sociology, hermeneutics and related disciplines, theoretical or research perspective, to be able to discourse or teacher discourse studies provide theoretical support or guidance related theories, such as dialogue and the theory of power - discourse theory, field domain - the relationship between theory, communication theory, teachers, oppression and liberation theory, the relationship between teachers and curriculum theory in-depth and detailed introduction to the excavation.The fourth component is the country’s education on the current status of the discourse of modern criticism on China’s current education problems discourses conducted in-depth reflection that our educational discourse was dominated by the official discourse of hegemony, academic discourse of poverty, the people lack of discourse and theoretical discourse distortion and so on. On this basis, the proposed strategy for the reconstruction of our educational discourse. Namely, first, break the framework of power and discourse, so that educational discourse pluralism; second, to reflect on science and rational discourse, so that educational discourse is generated in life; and third, promoting education, public discourse, so that speech to express their own voice; fourth and return to the real educational discourse. The author believes that the discourse on education in China is to study whether the thought of reading teachers, an important prerequisite for discourse and the foundation.Part V, as the core of this study, pairs of teachers teaching the meaning of discourse, classification, discourse of teaching exist two major problems - discourse of hegemony and discourse lost performance and roots were thoroughly and systematically explored, and suggested a solution anomie discourse of teaching strategies, they changed the concepts of discourse, digestion teacher talk centers, teachers and students to establish the relationship between the main body, to promote dialogue, teachers, teaching and advocacy of teaching discourse in post-modern transformation.VI Teachers explained some of the major discourse rights. That the discourse of teacher curriculum decision-making rights include the right to speak of teachers and teachers design the right to speak, implementation and evaluation of the right words the right to speak four parts. Teachers, there are teachers, curriculum decision-making discourse lofty discourse, teachers design discourse insurmountable, teachers, curriculum implementation discourse false distortion, the evaluation of discourse deviate from the teachers, and other issues. As well as the causes of this phenomenon both internal and external factors, the analysis concludes with a discourse of rights of teachers to courses and teachers in curriculum discourse given the right to maintain two kinds of strategies to solve the discourse of the rights of teachers to courses.Part VII of the individual point of view of teachers, individual teachers, discourse analysis of the content of the status quo, the individual nature of discourse on teachers lost causes and return strategy focuses on.Part VIII, mainly from teachers and harmonious discourse conditions and circumstances and that the reasonable needs of the ideal teacher discourse discourse space - space for freedom and tolerance and rational discourse system - being supervised critical and have been critical of the oversight to protect the .Finally, in the conclusion part of the research point of view, theoretical construct, research findings were systematically summarized. Lack of research carried out reflection. Put forward some thoughts and in follow-up study of the possible implications for further study of the subject a clear direction.更多还原