發(fā)布時間：2018-05-06 06:18

  本文選題：學(xué)校時間 + 規(guī)訓(xùn)機(jī)制��； 參考：《湖南師范大學(xué)教育科學(xué)學(xué)報》2014年05期

【摘要】：在�？碌乃枷塍w系中,學(xué)校不再是促進(jìn)發(fā)展與成長的教育場所,而是一個充滿權(quán)力技術(shù)的重要規(guī)訓(xùn)場域。因此,學(xué)校時間配置并非僅是教育的要求,而是權(quán)力的微觀運(yùn)作。更具體地說,在學(xué)校時間的現(xiàn)實(shí)層面,權(quán)力通過"切分—嵌入"、"同步—排斥"以及"延展—內(nèi)化"等三種微觀機(jī)制實(shí)施規(guī)訓(xùn);而這也使得學(xué)生的身體呈現(xiàn)出了片段化、冷漠化和機(jī)械化的狀態(tài)。
[Abstract]:In Foucault's thought system, school is no longer an educational place to promote development and growth, but an important discipline field full of power and technology. Therefore, school time allocation is not only the requirement of education, but the micro-operation of power. More specifically, at the practical level of school time, power is disciplined through three micro-mechanisms, namely, "split-embedded", "synchronous exclusion" and "extended-internalization", which make the student's body fragmented. The state of apathy and mechanization.
【作者單位】： 內(nèi)蒙古師范大學(xué)教育科學(xué)學(xué)院;
【分類號】：G40-052
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本文編號：1851150