教学场域的语用学分析  

A Pragmatic Analysis of the Teaching Field

作　　者：衡孝庆[1] 葛彦东[1] 魏星梅[2] 

机构地区：[1]常州大学马克思主义研究院,江苏常州213164 [2]常州大学教务处,江苏常州213164

出　　处：《常州大学学报（社会科学版）》2015年第4期89-93,共5页Journal of Changzhou University:Social Science Edition

基　　金：常州大学教育教学研究重点课题(GJY13020005)

摘　　要：教学活动从本质上来看就是在教学场域中通过语言所进行的师生之间的交往活动。在语用学看来,教学活动的话语分析主要包括三个方面的内涵:首先是教学共同体的话语建构,即包含教师与学生在内的双向建构和双重整合;其次是教学意向性的语用行为,这也是两种不同话语体系的意向性融合过程;最后是教学场域的权力及其规制,既要充分考虑到学生的话语自由,又要有策略地发挥教育的功能。Teaching is essentially a discourse communication happening in the teaching field between teachers and students. From the perspective of pragmatics, the contents of discourse analysis of teaching activities mainly include three aspects： firstly, the discourse construction inside the teaching community, namely a bilateral -construction and double integration on both sides of teachers and students; secondly, a pragmatic act of teaching intentionality, i. e. , a fusion process of two different discourse systems; last but not least, the power and regulations in the teaching field, which not only guarantee students＂ discour＇~ freedom, but also realize the function of teaching in a strategic way.

关 键 词：教学 场域 语用学 

分 类 号：G40[文化科学—教育学原理]