异化与重构:批判教育学视野下的师生关系  

Alienation vs. Reconstruction: Teacher-Student Relationships from the Critical Pedagogy Perspective

作　　者：姚文峰[1,2] 黄甫全[1] 

机构地区：[1]华南师范大学教育科学学院 [2]河南师范大学

出　　处：《现代大学教育》2012年第6期16-20,29,共6页Modern University Education

基　　金：2011河南省教育厅人文社科项目"基于社会性别理论的教育公平问题研究";项目编号:2011-ZX-008;2010河南师范大学教育科学基金项目"教师课程权力与制度保障";项目编号:01106400301

摘　　要：批判"科技理性"追求"解放兴趣"、重建"交往理性"、关切"生活世界"是批判教育学基本学术立场。批判教育学从教育制度、知识文本与教育模式不同维度,全面审视与批判了传统教育中师生关系异化现象及其产生的学生主体地位沦丧、师生人格对立与教育意义失落等不良教育影响,主张从师生角色定位、开展交往对话、打破文本控制、反思教育实践视角重构"交往"型师生关系。Focusing on the'life-world'and emphasizing the human interest in emancipation,Critical Pedagogy denounces the prevailing technological rationality and strives to reconstruct communicative rationality. It analyzes and criticizes the alienation in studentteacher relationships as well as the personality conflicts between teachers and students,loss of students’subjectivity and meaninglessness of education in our times. Critical Pedagogy maintains that to reconstruct 'communicative'teacher-student relationships,we should reexamine our educational practices,redefine the roles of both the teacher and the student,and promote the communicative dialogue between them.

关 键 词：批判教育学 师生关系 异化 重构 

分 类 号：G640[文化科学—高等教育学]