本文關(guān)鍵詞： 過(guò)度表?yè)P(yáng) 表?yè)P(yáng) 規(guī)訓(xùn) 經(jīng)驗(yàn) 體驗(yàn)　出處：《杭州師范大學(xué)》2014年碩士論文　論文類型：學(xué)位論文

【摘要】：我們常常會(huì)覺得表?yè)P(yáng)是一種對(duì)學(xué)生傷害較少的教育方式，而這一觀念更多的是源自與懲罰的對(duì)比。我們卻很少去關(guān)注和反思表?yè)P(yáng)這種教育教學(xué)方式的真實(shí)價(jià)值和意義，只是一味的去探尋表?yè)P(yáng)如何高效的使用，如何能夠更好的達(dá)到預(yù)期的目標(biāo)。最新一輪課程改革的實(shí)施，將一種新的教育理念浸入了教育實(shí)踐中，面對(duì)兩種教育理念，教師也陷入了一種兩難的境地，教師對(duì)這一困境的克服便產(chǎn)生了過(guò)度表?yè)P(yáng)現(xiàn)象。然而，這一現(xiàn)象的產(chǎn)生并非簡(jiǎn)單地意味著教師對(duì)困境的克服、對(duì)新教育理念的接受，它的產(chǎn)生是表?yè)P(yáng)長(zhǎng)期“異化”的結(jié)果，是一種“規(guī)訓(xùn)化”的表現(xiàn)。因此，從過(guò)度表?yè)P(yáng)這一現(xiàn)象可以折射出表?yè)P(yáng)的真實(shí)本質(zhì)和價(jià)值意義。 第一章主要闡述了論文選題的緣起和本研究的理論與實(shí)踐意義，并以橫向（以視角、學(xué)科/方向?yàn)橹骶�）與縱向（以表?yè)P(yáng)的涵義譜系為主線）相結(jié)合的方法（標(biāo)準(zhǔn)）對(duì)文獻(xiàn)進(jìn)行梳理總結(jié)。希冀能夠?qū)σ延醒芯孔龀鋈嫔钊氲目偨Y(jié)，從而使本研究更有價(jià)值。 第二章主要是從已有的文獻(xiàn)出發(fā)，從縱向方面總結(jié)表?yè)P(yáng)的五種涵義，分析表?yè)P(yáng)涵義的變化，進(jìn)而形成表?yè)P(yáng)涵義的系譜。并對(duì)五個(gè)不同的涵義分別進(jìn)行分析，揭示其內(nèi)在的運(yùn)作機(jī)制和潛在的意義。 第三章主要在第二章分析的基礎(chǔ)上，從表?yè)P(yáng)涵義系譜的整體出發(fā)，進(jìn)而從表?yè)P(yáng)作為一種工具性手段的“異化”過(guò)程、表?yè)P(yáng)作為一種控制性手段和表?yè)P(yáng)作為一種教育影響三個(gè)方面對(duì)表?yè)P(yáng)進(jìn)行詳細(xì)的論述和反思，從而揭示出當(dāng)前表?yè)P(yáng)的本質(zhì)。 第四章主要分析當(dāng)前表?yè)P(yáng)“異化”的結(jié)果——過(guò)度表?yè)P(yáng)，對(duì)其進(jìn)行分類及對(duì)其產(chǎn)生的原因進(jìn)行深入分析。 第五章主要借助�？轮�，從規(guī)訓(xùn)視角對(duì)表?yè)P(yáng)進(jìn)行深入的分析。具體從理論層面，分析表?yè)P(yáng)的“規(guī)訓(xùn)化”一方面緣于兩種教育理念共存，另一方面則緣于手段與目的的二元對(duì)立。其最根本的還是在于傳統(tǒng)教育理念根深蒂固。主體層面，從師生之間、生生之間和學(xué)生自我內(nèi)部這三個(gè)角度分別論述了表?yè)P(yáng)的“規(guī)訓(xùn)化”的學(xué)術(shù)書寫環(huán)境、價(jià)值書寫環(huán)境和倫理判斷環(huán)境。技術(shù)層面，則從層級(jí)監(jiān)視、規(guī)范化裁決和檢查三種機(jī)制來(lái)探尋表?yè)P(yáng)在課堂中的技術(shù)機(jī)制構(gòu)成和運(yùn)作方式，從而使表?yè)P(yáng)的“規(guī)訓(xùn)化”本質(zhì)清晰可見。同時(shí)，表?yè)P(yáng)并非都具有教育意義，，表?yè)P(yáng)是師生二元對(duì)立關(guān)系的功利表現(xiàn)和表?yè)P(yáng)是一種規(guī)訓(xùn)的結(jié)論便從上述的三種視角下自然顯現(xiàn)出來(lái)。 第六章主要從方法論的視角，借助后現(xiàn)代課程教育觀，從教育中存在的觀念悖論出發(fā)，從而探尋建構(gòu)表?yè)P(yáng)教育意義的方法和路徑。經(jīng)驗(yàn)和體驗(yàn)是當(dāng)前建構(gòu)表?yè)P(yáng)教育意義的可行方法和路徑。
[Abstract]:We often feel that praise is a less harmful form of education for students. However, we seldom pay attention to and reflect on the true value and significance of praise as a teaching method, and only blindly explore how to use praise efficiently. How to better achieve the expected goal. The implementation of the latest round of curriculum reform, a new concept of education into the practice of education, facing the two educational concepts, teachers are also in a dilemma. However, the phenomenon does not simply mean that teachers overcome the dilemma and accept the new educational concept. Its emergence is the result of long-term "alienation" of praise and the expression of "discipline". Therefore, the phenomenon of excessive praise can reflect the true essence and value significance of praise. The first chapter mainly describes the origin of the topic and the theoretical and practical significance of this study, and horizontal (from the perspective of the perspective). Subject / direction as the main line) and vertical (with the meaning of praise as the main line) methods (standards) to comb and summarize the literature, hoping to be able to make a comprehensive and in-depth summary of existing research. So that this study is more valuable. The second chapter is mainly from the existing literature, from the vertical aspects of the five connotations of praise, analysis of the meaning of praise changes, and then form the pedigree of the meaning of praise, and analyze the five different meanings. Reveal its internal operating mechanism and potential significance. The third chapter is mainly based on the analysis of the second chapter, from the whole meaning of praise, and then from the praise as a tool means of "alienation" process. Praise as a means of control and praise as a kind of educational impact of the three aspects of praise detailed discussion and reflection, so as to reveal the nature of the current praise. Chapter 4th mainly analyzes the result of dissimilation of praise-excessive praise, classifies it and causes it. Chapter 5th, with the help of Foucault's eyes, makes an in-depth analysis of praise from the perspective of discipline. Specifically, from the theoretical level, it analyzes the "discipline" of praise on the one hand because of the coexistence of two educational concepts. On the other hand, it is due to the dualistic opposition between means and ends. The most fundamental reason is that the traditional educational concept is deep-rooted, subject level, between teachers and students. This paper discusses the academic writing environment, the value writing environment and the ethics judgment environment of praise from the three angles of students' self-discipline and students' self-discipline, and the technical level is monitored from the level. Standardized adjudication and inspection of three mechanisms to explore the technical mechanism of praise in the classroom composition and operation, so that the "discipline" nature of praise is clearly visible. At the same time, praise is not all of educational significance. Praise is the utilitarian manifestation of dualistic relationship between teachers and students and the conclusion that praise is a discipline appears naturally from the above three angles of view. Chapter 6th mainly from the perspective of methodology, with the help of post-modern curriculum education, starting from the concept of education in the paradox. Experience and experience are the feasible methods and paths to construct the significance of praise education.
【學(xué)位授予單位】：杭州師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2014
【分類號(hào)】：G40

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