课程编制社会控制性的话语分析  

On the Discourse Analysis of the Social Control of the Curriculum

作　　者：代顺丽[1] 

机构地区：[1]闽南师范大学文学院,福建漳州363000

出　　处：《集美大学学报（教育科学版）》2016年第6期45-48,共4页Journal of Jimei University：Education Science Edition

基　　金：全国教育科学"十二五"规划教育部重点课题"语文知识社会控制性的话语分析"(DHA120227)

摘　　要：课程编制从属于教育组织,有组织就有控制。课程编制的社会控制性具有隐蔽性、间接性等特征,难以描述清楚。根据话语分析理论,课程编制作为一种社会实践,伴随着话语实践和课程文本。借由课程文本和课程话语逆向分析课程编制的社会实践,课程编制的社会控制性可以得到清晰的描述。课程话语对课程编制的社会实践还有反建构作用,通过对课程话语的创新,可以推动课程编制的社会实践的创新。The curriculum development is subordinate to educational organization, where is organized, and there is controlled. It is difficult to describe the characteristics of social control of curriculum development, because it was hidden and indirect. According to the theory of discourse analysis, curriculum development is a kind of social practice, which is accompanied with discourse practice and curriculum text. By using curriculum text and curriculum discourse reverse analysis curriculum development, the social control of curriculum development can be clearly. Curriculum discourse has an anti constructive action on the social practice of curriculum development. Through the innovation of curriculum discourse, we can promote the innovation of the social practice of curriculum development.

关 键 词：课程编制 社会控制性 话语分析 

分 类 号：G423.3[文化科学—课程与教学论]