【作者】 李璟；

【导师】 范国睿；

【作者基本信息】 华东师范大学 ， 教育政策学， 2017， 硕士

【摘要】 哈贝马斯的交往行为理论认为,以语言为中介的交往行为是促进社会成员共同理解的基础,工具性行为占据的系统对促进交往双方达成共同理解的生活世界的殖民是现代社会问题的根源。本研究以师生交往中的教师语言为研究对象,从学校教育、师生关系和教师职业认同三方面呈现工具理性支配的系统对师生交往行为的侵蚀,探究教师语言的系统支配逻辑如何影响教育目的的实现,为重构师生交往的理想生活世界提供思路。本研究采用质性研究方法,将W市G中学作为典型案例,对为期两个月的田野调查获得的资料进行编码和归纳分析。研究发现,在学校教育方面,教师语言为实现教育目标而服务,师生交往围绕提高学生学业表现展开,教师语言追逐教育效率。在师生关系方面,教师语言维护教师利益,有差别地对待学生,致使师生矛盾激化。在教师职业认同方面,教师语言受制于结构性阻碍,教师逃避教育责任的做法加剧了学校与家庭和社会的矛盾,破坏了和谐的教育生态。基于上述发现,研究提出建议,以期克服教师语言的系统支配逻辑,重构促进师生共同理解的生活世界。转变功利化教育理念,回归教育育人本质;加强学校管理体制改革,营造以人为本的育人环境;改革教师考核评价标准,推进积极教师语言实践。更多还原

【Abstract】 Habermas’s Theory of Communicative Action holds that language-mediated communication is the basis for common understanding of members of society,and that system occupied by instrumental actions colonizing living world that promotes mutual understanding is the source of modern social problems.This study takes teacher language in the teacher-student interaction as the research object,and presents how system of instrumental rationality erodes interaction between teachers and students from the aspects of school education,teacher-student relationship and teacher’s professional identity,and explores how teacher language under the control of system affects the realization of education goals to provide ideas for reconstructing the ideal life world of teachers and students.In this study,the qualitative research method has been used to classify and summarize the data obtained from the field survey of G middle school in W city.This study has found that in the aspect of school education,teacher language aims at achieving education goals and education efficiency and teacher-student interaction serves for improvement of student performance.In the aspect of relationship between teachers and students,teacher language protects the interests of teachers and treats students differently,causing intensions between teachers and students.In the aspect of teacher’s professional identity,teacher language is subject to structural obstacle,and the practice of teachers’ evasion of educational responsibility has exacerbated the contradiction between school and family or society and has destroyed the harmonious educational ecology.To overcome the system logic of teacher language and reconstruct living world promoting common understanding of teachers and students,study suggests transforming utilitarian education philosophy and returning to the nature of education,and strengthening the reform of school management system and creating people-oriented education environment,and reforming teacher evaluation criteria and promoting the practice of active teacher language.更多还原