【摘要】：工具理性思潮猖獗于世,進而使得當代普通中學教育的全過程異化為一個“制器”的技術化流水作業(yè)的現(xiàn)場。以“懲罰”為導向的“規(guī)訓”手段充斥于校園中的每個角落,隨之而來的是個性化培養(yǎng)模式的嚴重缺失以及師生關系的急劇異化。本文旨在通過瞄準普通中學規(guī)訓的場景,發(fā)掘其背后所產生的若干現(xiàn)實問題及其深層誘因,站在人文關懷的視角,本著“針砭時弊、建言獻策”的責任意識,以期建構出可供應對此類問題的可行性策略。本文以質的研究為主要研究方法,穿插訪談法、實物分析法、個案調查法等具體研究手段,通過進行田野調查,獲取了來自于教育現(xiàn)場的實證資料。本研究所選定的研究對象以“個案”為單位,研究者選取了兩所普通中學(以下分別命名為A中學與B中學)作為主要研究對象,運用“目的性抽樣”的基本方式在A中學與B中學內各抽取5人(共10人)作為訪談對象,通過對他們開展深度的“半開放型訪談”工作,研究者獲取了大量的一手資料。在此基礎上,研究者對這些原始資料進行了“登錄”及編碼,提取出其中的“本土概念”。通過類屬分析的基本方式對這些本土概念所進行的“深描”,成為建構本文基本框架的理論基礎。本文共分為六個章節(jié)。第一章為緒論部分。該部分包含了對研究緣起、核心概念、文獻綜述、研究目的及內容、研究方法、研究過程以及研究價值與創(chuàng)新點等內容的簡要介紹與說明;第二章為現(xiàn)狀陳述部分。該部分聚焦普通中學規(guī)訓的現(xiàn)場展開陳述,包含了關于“普通中學的紀律特征”、“教育分層現(xiàn)象”以及“學生座位的分割模式”(亦屬于教育分層的一種平面化的表現(xiàn)形式)等方面現(xiàn)狀的具體陳述;第三章為問題透視部分。該部分所涉及的問題掩藏于普通中學規(guī)訓的現(xiàn)狀之下,研究者分別從“個性化培養(yǎng)模式的缺失”以及“師生關系的異化”兩個方面來透視普通中學在規(guī)訓中所產生的問題;第四章為歸因分析部分。該部分所涉及的歸因是導致普通中學規(guī)訓問題產生的重要誘導因素,這些因素分別為“工具理性思潮的誘導”、“教育資源的配置不均”以及“家庭教育的缺失”等;第五章為應對策略部分。該部分結合了對普通中學規(guī)訓的歸因分析,提出對規(guī)訓所帶來的問題的可行性應對之策。諸如:“教育要回歸‘以人為本’”、“充分利用好社會資源”以及“重視‘家訪’的價值”等;第六章為結語部分。該部分分別從“對普通中學規(guī)訓的思考”以及“研究的不足”兩個方面展開說明,它們既是對研究成果的一次總結,也是對研究缺陷的一次反思。
[Abstract]:The ideological trend of instrumental rationality is rampant in the world, which makes the whole process of contemporary middle school education dissimilate into a "machine" technical flow of the scene. "discipline" means guided by "punishment" filled every corner of the campus, followed by the serious lack of individualized training model and the sharp alienation of teacher-student relationship. The purpose of this paper is to explore some practical problems and their deep inducements by aiming at the setting of discipline and discipline in ordinary middle schools, standing in the angle of humanistic concern, and in the sense of responsibility of "criticizing the current situation and offering advice". In order to construct the feasible strategy of supply to this kind of problem. In this paper, qualitative research as the main research methods, interspersed interview, physical analysis, case investigation and other specific research means, through the field investigation, obtained from the educational field empirical data. The subjects of this study are "individual cases", and two general middle schools (named A Middle School and B Middle School) are selected as the main research objects. The basic method of "purposeful sampling" was used to select 5 persons (10 persons) from each middle school of A and B middle schools as the interview objects. Through the deep "semi-open interview", the researcher obtained a lot of first-hand data. On this basis, the original data were "logged in" and coded, and "native concepts" were extracted. The deep description of these local concepts through the basic method of generic analysis has become the theoretical basis of constructing the basic frame of this paper. This paper is divided into six chapters. The first chapter is the introduction. This part includes a brief introduction and explanation of the research origin, core concepts, literature review, research purpose and content, research methods, research process, research value and innovation; the second chapter is the status quo statement. This section focuses on the field presentation of the general secondary school discipline, which contains the "disciplinary characteristics of the ordinary middle school". The concrete statement of the current situation of "educational stratification phenomenon" and "the division mode of student seat" (which is also a kind of plane manifestation of educational stratification); the third chapter is the problem perspective part. The problems involved in this part are hidden in the current situation of the general middle school discipline. The researchers perspective the problems in the general middle school from the two aspects of "lack of individualized training mode" and "alienation of teacher-student relationship". The fourth chapter is the attribution analysis part. The attribution involved in this part is an important inductive factor that leads to the problem of discipline in general middle schools, which are "inducement of instrumental rational thought", "uneven allocation of educational resources" and "lack of family education". The fifth chapter is the part of coping strategies. This part combines the attribution analysis of the general middle school discipline, and puts forward the feasible countermeasures to the problems caused by the discipline training. Such as: "Education should return to" people-oriented "," make full use of social resources "and" attach importance to the value of 'home visits', etc. This part explains from the two aspects of "thinking about the discipline and discipline of ordinary middle schools" and "the deficiency of research". They are not only a summary of the research results, but also a reflection on the research defects.
【學位授予單位】：重慶師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G637

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