教师偏见性话语中的词语变迁  

Lexical and Semantic Shift in the Discourse of Teacher＇s Prejudice

作　　者：翁红波[1] 

机构地区：[1]首都师范大学大学英语教研部

出　　处：《语言文化研究辑刊》2014年第1期170-179,共10页

基　　金：徐玉珍教授主持的全国教育科学“十一五”规划教育部重点课题“中国课程教学三十年:教师生活史的视角”(项目编号:DAA090135)子课题成果

摘　　要：在话语分析的理论中，教师偏见是教师借助特定的词语概念、修辞、话语策略等手段，对偏见所作的一种界定和描述。不同年龄段的教师表达偏见的内容甚至方式都是不同的，这种表达上的差异是社会的变迁、教育的变迁，以及场域的变迁在老师身上的体现。笔者采用生活史研究方法访谈数十名教师，收集并分析所获得的第一手数据，通过教师偏见话语中词义的失落和再造、扩大和缩小、词义的变迁等三个方面，考察教师偏见变迁的历程，以期为理解宏观教育的变迁，提供一个全新的视角。In discourse analysis, teacher＇s prejudice refers to a delineation and description of how teachers express their prejudices by means of concepts, rhetoric devices or discourse strategies. However, contents, even ways of their description and narration, vary greatly among teachers different in age, bearing the traces of changes in society, in education as well as in fields of research. Analyzing in detail the data from interviews with dozens of teachers, the paper focuses on the loss and recovering, and broadening and narrowing of lexical meanings, as well as meaning changes, and reveals how teachers＇ prejudices have shifted so as to understand education as a whole from a new angle.

关 键 词：教师偏见 话语分析 词汇 

分 类 号：H030[语言文字—语言学]