本文選題：師生關系 + 結構詮釋學��； 參考：《清華大學教育研究》2017年03期

【摘要】：本文通過文本分析來理解建國以來國家官方話語對師生社會關系、人際關系和教學關系三種規(guī)范性文化的建構過程。研究發(fā)現(xiàn),國家話語所建構的三種師生關系文化:(1)在建國后隨政治風潮而有規(guī)律地波動,波動的方向取決于當時教師身份在一套與建國敘事緊密相連的二元符碼結構上的位置和權重。(2)在2000年后,官方話語在編碼、敘事和修辭風格上都經歷了一種系統(tǒng)性的重構:教師社會地位由凡俗化轉變?yōu)樯袷セ熒穗H關系從對角色秩序的規(guī)定轉變?yōu)閷η楦羞B結的呼吁、師生教學關系方面從對師生平等問題的爭論轉變?yōu)閷處煿囊蟆?br/>[Abstract]:Through text analysis, this paper attempts to understand the process of construction of the three normative cultures of teacher-student social relationship, interpersonal relationship and teaching relationship in the state official discourse since the founding of the people's Republic of China. The study found that the three cultures of teacher-student relationship constructed by the state discourse: 1) fluctuated regularly with the political trend after the founding of the people's Republic of China. The direction of the fluctuation depends on the position and weight of the teacher's identity in a binary code structure closely linked to the narrative of the founding of the people's Republic.) after 2000, the official discourse is encoded. Both narrative and rhetorical styles have undergone a systematic reconstruction: the social status of teachers has changed from vulgarization to sanctification, and the interpersonal relationship between teachers and students has changed from the regulation of role order to the appeal for emotional connection. The relationship between teachers and students has changed from the argument of equality between teachers and students to the demands of teachers' justice.
【作者單位】： 復旦大學高等教育研究所;
【分類號】：G456
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本文編號：1952166