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篇名 论教科书呈现“他者”的书写策略
並列篇名 On the Writing Strategies of Presenting ‘he Other’ in Textbooks
作者 刘丽群(LIU Li-qun) 、刘景超(LIU Jing-chao)
中文摘要 国家认同的建构,既要确认其对内同一性,又要通过“自我”与“他者”的区分来识别其对外差异性。教科书对“他者”的呈现与书写,既是强调对外差异性的客观需要,更是凸显对内同一性的必然诉求。一般而言,教科书会采取将“他者”遗忘、定型、碎片化甚至扭曲等多种呈现方式与书写策略,将“他者”在教科书中空无化、刻板化、边缘化和敌对化。通过关照“他者”来反观“自我”,通过抑“他”而实现褒“我”,从而在教科书的字里行间、在教室的朗朗读书声里建构起对国家的高度认同与坚定拥护。
英文摘要 To construct a national identity should not only confirm its internal identity, but also identify its external differences through the distinction between “self” and “other”. The writing of “the other” in textbooks emphasizes both an objective need of external differences and an inevitable demand to internal identity. Generally speaking, there are a variety of presentation methods and discourse strategies in textbook writing, such as forgetting, stereotyping, fragmentation and even distortion of ‘the other’, so that ‘the other’ would be omitted, stereotyped, marginalized and antagonized in textbooks. Thus, a high degree of national identity and recognition must be built on the base of textbook writing and reading strategies ,namely through reviewing ‘the other’ to reflecting on ‘the self’ and through suppressing ‘them’ to praise ‘us’.
頁次 026-033
關鍵詞 教科书 国家认同 他者 书写策略 textbook national identity the other writing strategies CSSCI
卷期 16:3
日期 202006
刊名 教育學報
出版單位 北京師範大學
DOI 10.14082/j.cnki.1673-1298.2020.03.004