班级规模意蕴的本土诠释——倾听班级规模变化亲历者农村教师的声音  

Local Interpretation on the Meaning of Class Size

作　　者：宋维玉 秦玉友[1] 单成蔚[1] 曾文婧[1] 

机构地区：[1]东北师范大学农村教育研究所,长春130024

出　　处：《四川师范大学学报（社会科学版）》2015年第4期89-95,共7页Journal of Sichuan Normal University(Social Sciences Edition)

基　　金：教育部人文社会科学重点研究基地重大研究项目"农村学校布局调整评价研究"(12JJD880009)

摘　　要：农村学校布局调整在某种意义上可以被看作是一种人为改变班级规模的行动。班级规模变化面临的尴尬处境是持有、诠释乃至"缔造"班级规模意义的教师缺乏话语权甚至处于失语状态所造成的,对班级规模意义的理解不能忽视教师的声音。本研究采用质性研究方法,进入现场深度访谈经历班级规模变化的教师,通过教师的本土话语来理解班级规模对作为班级中最重要活动的教师课堂教学及课堂教学组织活动的影响。研究发现,学生数量和生源差异是教师描述班级规模内涵的两个维度,班级规模从小到适度有利于体现理想规模班级的"气氛"和教学组织优势,而从适度规模到大规模班级则增加了教师的教学难度。In a sense,rural school consolidation can be regarded as an action of changing class size.The problem is that the teachers who hold,interpret and create the meaning of class size lack discourse authority,and even lose voices.In order to understand the meaning of class size,teachers＇ experiences must be concerned.In this paper,qualitative methods and on-the-spot interviews are employed to interview teachers who experienced the process of class size changing.This paper tries to understand the effect of the class size on classroom instruction through the local teachers＇ discourse.The study finds that the number of students and the differences between them are two dimensions which teachers use to describe the meaning of class size.Small to moderate class sizes can embody class atmosphere and the advantage of teaching organization,while the difficulty of teaching in large class size increases.

关 键 词：班级规模 农村教师 本土话语 课堂教学 学苗 气氛 

分 类 号：G632.0[文化科学—教育学]