基础教育改革话语的社会学分析  

An Sociological Analysis of the Discourse of Elementary Education Reform

作　　者：王晋[1] 

机构地区：[1]河南大学教育科学学院

出　　处：《教育学术月刊》2011年第4期3-6,共4页Education Research Monthly

基　　金：柳海民教授主持的教育部人文社会科学研究项目"建国以来基础教育改革的主要理论与时代创新研究"(06JA880012)阶段性成果之一

摘　　要：基础教育改革话语的生成路线遵循"外化-客观化-内化"的建构规律,这一规律周而复始地运转着;它有"正功能"和"负功能"之分,也有"显功能"和"潜功能"之别;它的产生、运转和走向等各过程充斥着各种权力的纠葛。基础教育改革话语在互动情境中得以生成并得到修正;它的互动是博弈的结果,可以通过增加博弈变量的方式来改变零和博弈的尴尬;它的立场是精英集团的立场,必须通过差异原则的重申和补偿机制的建立来保障弱势集团的话语权。The generative route of elementary education discourse follows ＂externalization-objectification-internalization＂which is a constructive rule and moves in cycles.This rule has two distinctive patterns,and that are positive function vs.negative function and explicit function vs.implicit function.Its processes which contain generation,operation,tendency and so on,are congested with various complication of authority.The discourse of elementary education reform is generated and revised in the interactive situation and its interaction is the result of game which can change the embarrassment of zero-sum game by increasing the variation of game.Its standpoint is of the elite group and by reasserting the discrepancy principle and establishing the compensation mechanism it can ensure the disadvantaged group to have the power of discourse.

关 键 词：基础教育 改革话语 社会学 

分 类 号：G639.21[文化科学—教育学]