本文選題：比較教育學(xué)　切入點(diǎn)：語(yǔ)言轉(zhuǎn)向　出處：《東北師范大學(xué)》2017年碩士論文

【摘要】：比較教育學(xué)的語(yǔ)言轉(zhuǎn)向是指比較教育在全球化背景下,在頻繁的文化碰撞環(huán)境中以文化研究為表現(xiàn)回歸人文性的轉(zhuǎn)變,對(duì)異文化教育的鮮活文化土壤,以及作為民族文化精華體現(xiàn)和記錄觀念歷史發(fā)展進(jìn)程的民族語(yǔ)言的再次重視。本研究從哲學(xué)上語(yǔ)言轉(zhuǎn)向及人文—社會(huì)科學(xué)對(duì)語(yǔ)言轉(zhuǎn)向的回應(yīng)出發(fā),綜合各學(xué)科語(yǔ)言轉(zhuǎn)向的狀態(tài),分析并總結(jié)出其背后的動(dòng)力所在。并結(jié)合比較教育學(xué)提出比較教育學(xué)語(yǔ)言轉(zhuǎn)向的根本動(dòng)力,提出比較教育學(xué)語(yǔ)言轉(zhuǎn)向的表現(xiàn)形式為文化研究。其次,結(jié)合當(dāng)前全球化下跨文化活動(dòng)頻繁的現(xiàn)實(shí),探討了這種背景下比較教育研究所面臨的新問題,并根據(jù)對(duì)語(yǔ)言和文化關(guān)系的討論,強(qiáng)化了語(yǔ)言與文化之間的關(guān)系。在此基礎(chǔ)上,本研究從比較教育學(xué)內(nèi)部進(jìn)行思考,指出在語(yǔ)言轉(zhuǎn)向的視角下比較教育研究中如何處理面臨的語(yǔ)言問題,并結(jié)合其他學(xué)科試論了一些語(yǔ)言處理的方法,以期在比較教育學(xué)中引起對(duì)語(yǔ)言的重新審視,并通過語(yǔ)言這條新路走向“深描”的比較教育研究。第一章梳理了語(yǔ)言轉(zhuǎn)向在哲學(xué)中的誕生和發(fā)展,以及這場(chǎng)運(yùn)動(dòng)的主要觀念和內(nèi)容。并回顧了其他人文—社會(huì)科學(xué)對(duì)語(yǔ)言轉(zhuǎn)向的回應(yīng),以及在比較教育學(xué)科中對(duì)語(yǔ)言轉(zhuǎn)向的思考、比較教育學(xué)各流派的語(yǔ)言觀和比較教育學(xué)語(yǔ)言轉(zhuǎn)向的動(dòng)力,即比較教育學(xué)對(duì)人文性的重新重視和回歸教育的文化性的需求,比較教育學(xué)語(yǔ)言轉(zhuǎn)向表現(xiàn)為文化研究。第二章探討了作為跨文化交際活動(dòng)的比較教育學(xué),在當(dāng)今全球化的時(shí)代下所面臨的問題,主要包括如何定義比較教育學(xué)主客體的關(guān)系,說明了語(yǔ)言障礙造成的文化偏見在比較教育學(xué)中的阻礙,再次強(qiáng)調(diào)語(yǔ)言與文化的強(qiáng)關(guān)聯(lián)狀態(tài),以及在跨文化視野下語(yǔ)言在比較教育學(xué)中的重要地位。第三章以前兩章提出的語(yǔ)言轉(zhuǎn)向和語(yǔ)言與文化的關(guān)系為知道原則,從比較教育研究活動(dòng)過程梳理,由學(xué)科本身的概念建構(gòu)開始,到準(zhǔn)備階段討論語(yǔ)言在此階段中顯現(xiàn)的各個(gè)環(huán)節(jié),一是比較教育自身的話語(yǔ)建構(gòu)、二是比較教育研究開展前的資料收集中文獻(xiàn)的翻譯問題。并著重探討了實(shí)地調(diào)查中語(yǔ)言的重要性,以及介紹其他學(xué)科,如語(yǔ)言文化學(xué)中對(duì)語(yǔ)言的處理方式及其原理。并以比較教育成果交流作為研究活動(dòng)結(jié)束的環(huán)節(jié),探討了英語(yǔ)霸權(quán)在人文—社會(huì)科學(xué)中造成的障礙。第四章介紹和試論文化語(yǔ)言學(xué)中觀念分析法,將教育語(yǔ)言和教育觀念聯(lián)結(jié)起來,打開從語(yǔ)言到教育觀念和教育思想的通道,使得比較教育學(xué)的語(yǔ)言轉(zhuǎn)向有新的可能性。結(jié)語(yǔ)總結(jié)了本研究的結(jié)論觀點(diǎn),認(rèn)為比較教育學(xué)語(yǔ)言轉(zhuǎn)向的動(dòng)力來自對(duì)人文性的追求,在語(yǔ)言轉(zhuǎn)向下,比較教育學(xué)對(duì)異文化教育的關(guān)系,從主客二元走向視域融合;從淺描介紹走向深描體驗(yàn)。再次強(qiáng)調(diào)比較教育中語(yǔ)言的重要性,以及本研究過程中筆者對(duì)比較教育學(xué)的歷史和未來方向的思考。
[Abstract]:The linguistic turn of comparative education means that under the background of globalization and in the environment of frequent cultural collision, comparative education returns to the change of humanism with the expression of cultural research, and the fresh cultural soil of foreign cultural education.And as the essence of national culture to reflect and record the historical development of national language.Starting from the philosophical linguistic turn and the response of Humanity-Social Sciences to the linguistic turn, this study analyzes and sums up the motive force behind the linguistic turn by synthesizing the state of the linguistic turn in various disciplines.Combining with comparative pedagogy, the author puts forward the fundamental motive force of language turn of comparative pedagogy, and puts forward that the manifestation of language turn of comparative pedagogy is cultural study.Secondly, combined with the reality of frequent cross-cultural activities under the current globalization, this paper probes into the new problems faced by comparative education research in this context, and strengthens the relationship between language and culture according to the discussion of the relationship between language and culture.On the basis of the above, this study thinks from the inside of comparative education, points out how to deal with the language problems in the research of comparative education from the perspective of language turning, and tries to discuss some methods of language processing combined with other subjects.The author hopes to reexamine the language in comparative pedagogy, and through the new way of language to the comparative education research of "deep drawing".The first chapter combs the birth and development of language turn in philosophy, as well as the main ideas and contents of this movement.It also reviews the responses of other humanities and social sciences to the language turn, as well as the reflection on the language turn in the subject of comparative education, the linguistic views of different schools of comparative education and the motive force of the linguistic turn of comparative education.That is to say, comparative pedagogy pays more attention to humanism and returns to the cultural demand of education, and the language of comparative education turns to cultural research.The second chapter discusses the problems faced by comparative education as a cross-cultural communicative activity in the era of globalization, including how to define the relationship between subject and object of comparative education.This paper illustrates the cultural prejudice caused by language barriers in comparative pedagogy, emphasizes the strong correlation between language and culture, and the important position of language in comparative pedagogy from the perspective of cross-culture.In the third chapter, the relation between language turn and language and culture, which is put forward in the previous two chapters, as the principle of knowing, begins with the process of comparative educational research, and begins with the concept construction of the subject itself.At the preparatory stage, we discuss the various aspects of language in this stage, one is the discourse construction of comparative education itself, the other is the translation of literature in the collection of materials before the development of comparative education research.It also discusses the importance of language in field investigation, and introduces other subjects, such as language culturology.Taking the exchange of comparative educational achievements as the end of the research, this paper discusses the obstacles caused by English hegemony in the humanities and social sciences.The fourth chapter introduces and discusses the concept analysis method in cultural linguistics, which connects educational language with educational idea, opens the channel from language to educational idea and educational thought, and makes the language of comparative education turn to a new possibility.The conclusion concludes that the motive force of the linguistic turn of comparative pedagogy comes from the pursuit of humanism. Under the turn of language, the relationship between comparative pedagogy and foreign culture education is changed from subject-object duality to perspective fusion.Introduction from shallow to deep drawing experience.It also emphasizes the importance of language in comparative education and the author's thoughts on the history and future direction of comparative education in the course of this study.
【學(xué)位授予單位】：東北師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G40-059.3

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