符码、分类与架构:符码理论的主要思想及学术争辩  

Code,Classification and Framing:The Main Ideas of Code Theory and Its Dispute in Academic Circle

作　　者：谢小平[1] 

机构地区：[1]广州大学外国语学院,广东广州510006

出　　处：《南昌大学学报（人文社会科学版）》2011年第5期149-154,共6页Journal of Nanchang University(Humanities and Social Sciences)

基　　金：广州市教育科学"十一五"规划项目"成人教育资源分配及运用研究"(07C048);广州市属高校科技/社科项目"通过口语教学强化学生语言思维能力的研究"(08B117)

摘　　要：伯恩斯坦以符码为核心,从阶级出发,以分类与架构为经纬建构了符码理论,以此探讨上层阶级通过对符码进行隐而不显的操控完成学校教育的控制,进而达到"文化再制"与"权力再制"的目的,试图阐明符码、文化传递与社会再制之间错综复杂的关系。由于伯恩斯坦思想进出多个领域,导致学者常依不同的参照点来定位他的思想特性,因而引发了一些学术上的争论,如符码与教育不平等、符码控制与学校自主性、解释范围过于宽泛和理论范式的完整性等。多少有些吊诡的是,这些批判性争论不仅没有减弱符码理论的解释力,其批判的深度和丰富性反而进一步证明甚至强化了符码理论的重要价值。With code at its core and from the perspective of class,B.Bernstein＇s code theory is mainly based on the framing and classification.It tries to discuss how the upper class to control education recessively instead of dominantly to realize its goal of cultural and power reproduction with a purpose of illustrating the complex relationship among code,cultural transference and social reproduction.His theory involved several fields and scholars always discuss it from different viewpoints,thus leading to some academic disputes on it,for example,education inequality,code restriction,school＇s autonomy and so on.Such profound and rich disputes don＇t weaken its power to illustration,but terrify and even strengthen its value.

关 键 词：伯恩斯坦 符码 分类 架构 

分 类 号：G40-052[文化科学—教育学原理] H0-05[文化科学—教育学]