體驗區
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| 篇名 |
微观权力视角下大学本科课堂中的师生关系
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| 並列篇名 |
Teacher-Student Relationship in the Undergraduate Classroom: Micro Power Perspective
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| 作者 |
李鸽(LI Ge)
、奚源(XI Yuan)
、朱志勇(ZHU Zhi-yong)
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| 中文摘要 |
运用质性研究方法，基于米歇尔·福柯的微观权力理论视角探究大学本科课堂中师生关系的形成机制及其类型。研究发现，大学课堂中的师生关系是一种双向的辩证关系，产生于教师对学生行动边界的限制与学生的抵抗之下。教师以制度性控制对学生的行动边界进行限制，传统的师生权力文化为此提供合法性。学生分别以集体性和个人性的方式抵抗教师的课堂控制。在具体的课堂互动情境下，教师对学生进行知识规训和话语干预的程度影响学生的课堂参与程度。依据教师对学生的知识规训和话语干预的不同结果，师生关系呈现为合作型、引导型、控制型、沟通型、交际型、表演型六种类型。
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| 英文摘要 |
This qualitative research investigates how teachers and undergraduate students experience and exercise power in classrooms in the context of mainland China and how such power relations are generated from the perspective of Foucault’s theory of power. We find that the teacher-student relationship in the undergraduate classroom is interactive and dialectical , generating from teachers’ restriction on the boundary of students’ actions as well as students’ resistance. Teachers set boundaries of students’ actions through institutional control, which is legitimized by the traditional Chinese culture of the teacher-student relationship. Students resist teachers’ control in the collective and individual form. Students’ class involvement is influenced by teachers’ intellectual discipline and discursive investment. According to the different outcome of intellectual discipline and discursive investment, there are six patterns of the teacher-student relationship: cooperative, guiding, manipulative, dialogic, ritual, and performative.
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| 頁次 |
036-050
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| 關鍵詞 |
师生关系
、微观权力
、本科课堂
、互动
、高等教育
、teacher-student relationship
、micro power
、undergraduate student classroom
、interaction
、higher education
、CSSCI
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| 卷期 |
18:2
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| 日期 |
202204
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| 刊名 |
教育學報
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| 出版單位 |
北京師範大學
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| DOI |
10.14082/j.cnki.1673-1298.2022.02.004
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