本文關(guān)鍵詞：“生活論”教育話語的分析　出處：《江西師范大學(xué)》2009年碩士論文　論文類型：學(xué)位論文

  更多相關(guān)文章： 話語 教育話語 生活世界

【摘要】： 有關(guān)話語的研究由來已久,早期的研究主要集中在語言學(xué)和傳播學(xué)中,而在教育學(xué)中的研究則相對(duì)較少。近些年來教育領(lǐng)域內(nèi)有關(guān)話語的研究呈上升趨勢(shì)。本文是關(guān)于“生活論”教育話語的研究,研究的背景是當(dāng)前熱議的“教育回歸生活世界”以及目前正在進(jìn)行的基礎(chǔ)教育改革,研究的理論基礎(chǔ)則是教育與生活的密切關(guān)系以及教育所追求的終極意義。本文分五個(gè)章節(jié)對(duì)“生活論”教育話語進(jìn)行分析。 第一部分是導(dǎo)論。在導(dǎo)論中論述了有關(guān)話語、教育話語和“教育回歸生活世界”的研究現(xiàn)狀,論文研究的背景、所采取的研究方法和論文的創(chuàng)新之處. 第二部分對(duì)話語和教育話語進(jìn)行探討。分別從語言學(xué)、社會(huì)學(xué)、哲學(xué)等三個(gè)不同的領(lǐng)域探討話語的實(shí)質(zhì)所在;依據(jù)話語的特點(diǎn)及話語在教育中的重要性對(duì)教育話語和“生活論”教育話語進(jìn)行界定;對(duì)改革開放以來我國(guó)的主流教育話語進(jìn)行簡(jiǎn)述;分析教育話語流行的幾種因素。 第三部分對(duì)教育與生活的關(guān)系進(jìn)行了探討,并在此基礎(chǔ)上對(duì)現(xiàn)代教育史上曾經(jīng)的“生活論”教育話語進(jìn)行簡(jiǎn)述。 第四部分對(duì)我國(guó)當(dāng)前的“生活論”教育話語—“教育回歸生活世界”進(jìn)行具體的探討。首先分析“生活世界”被提出的根源、被引入教育領(lǐng)域的背景和根由以及教育所要追求的“生活世界”;其次對(duì)“教育回歸生活世界”的話語主體和話語邏輯進(jìn)行分析,再次,對(duì)“教育回歸生活世界”這一話語對(duì)教育世界的建構(gòu)進(jìn)行描述。 第五部分主要分析“教育回歸生活世界”這一“生活論”教育話語在實(shí)踐中所遭遇的困境并針對(duì)這些困境提出相對(duì)應(yīng)的建議。欲順利推行“生活論”教育話語,首先要提高教師的“生活論”理論素養(yǎng);其次要改善教師的工作環(huán)境,擴(kuò)展“生活論”教育實(shí)踐的空間;再次就是推進(jìn)校本課程的開發(fā),溝通教育與生活的聯(lián)系。 教師是“生活論”教育話語的具體實(shí)施者,同時(shí)也是基礎(chǔ)教育改革的中心力量,因而只有提高教師的“生活論”理論素養(yǎng)、改善教師的工作環(huán)境、推進(jìn)校本課程的開發(fā),才能充分體現(xiàn)教師在教育中的主動(dòng)性,體現(xiàn)教育的生活性,引領(lǐng)學(xué)生追求師生在教育中的主體價(jià)值和生活中的生存意義。
[Abstract]:The study of discourse has a long history, and the early studies mainly focus on linguistics and communication. In recent years, the research on discourse in the field of education is on the rise. This paper is about the study of "life theory" educational discourse. The background of the study is the "return of education to the world of life" and the reform of basic education. The theoretical basis of the study is the close relationship between education and life and the ultimate significance of education. The first part is the introduction, which discusses the research status of discourse, educational discourse and the return of education to the world of life, the background of the paper, the research methods adopted and the innovation of the paper. The second part discusses the essence of discourse from three different fields: linguistics, sociology and philosophy. According to the characteristics of discourse and the importance of discourse in education, the author defines educational discourse and "life theory" educational discourse. The main educational discourse of our country since the reform and opening up; This paper analyzes several factors of the popularity of educational discourse. The third part discusses the relationship between education and life, and on the basis of this, briefly describes the educational discourse of "life theory" in the history of modern education. Part 4th discusses the current educational discourse of "life theory"-"education returning to the world of life". Firstly, it analyzes the origin of "life world". The background and cause of being introduced into the field of education and the "life world" that education is seeking; Secondly, the discourse subject and discourse logic of "education returning to the world of life" are analyzed, and the discourse of "education returning to the world of life" is described as the construction of the world of education. The 5th part mainly analyzes the dilemma encountered in the practice of the educational discourse of "education returning to the world of life", and puts forward corresponding suggestions in view of these dilemmas in order to carry out the theory of life smoothly. Educational discourse. First of all, we should improve teachers' theoretical literacy of "life theory"; Secondly, it is necessary to improve the working environment of teachers and expand the space of "life theory" education practice. The third is to promote the development of school-based curriculum, to communicate the link between education and life. Teachers are the concrete implementers of the educational discourse of "life theory" and the central force of the reform of basic education. Therefore, it is only to improve teachers' theoretical literacy of "life theory" and improve the working environment of teachers. Only by promoting the development of school-based curriculum can we fully reflect teachers' initiative in education, embody the life of education, and lead students to pursue the main value of teachers and students in education and the significance of living in life.
【學(xué)位授予單位】：江西師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2009
【分類號(hào)】：G40

【引證文獻(xiàn)】

相關(guān)期刊論文 前1條

1 劉茂軍;孟凡杰;;教育話語分析:教育研究的新范式[J];教育學(xué)報(bào);2013年05期

相關(guān)碩士學(xué)位論文 前1條

1 譚秀媛;生活化教學(xué)的反思研究[D];廣西師范大學(xué);2011年

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本文編號(hào)：1425988