全纳教育视角下学生话语权的内涵、特点及实践路径  

The Connotation,Characteristics and Practice Path of Students’ Discourse Right from the Perspective of Inclusive Education

作　　者：陶丽 顾丹丹 TAO Li;GU Dandan(School of Education Sciences,Hubei Normal University,Huangshi,Hubei,435002,China;Zhengzhou Longmen Experimental School,Zhengzhou,Henan,450003,China)

机构地区：[1]湖北师范大学教育科学学院,湖北黄石435002 [2]郑州龙门实验学校,河南郑州450003

出　　处：《教育与教学研究》2021年第7期36-44,共9页Education and Teaching Research

基　　金：教育部人文社会科学青年项目“中小学教师教学敏感的水平特征及其形成机制研究”(编号:19YJC880023);湖北师范大学教育学一级学科经费资助。

摘　　要：全纳教育主张教育公平,提倡学生参与合作,反对歧视或排斥学生。在课堂教学中,学生作为课堂中的主体,拥有话语表达的权利,但现实中经常会出现部分学生的话语受到压制、排斥甚至被剥夺,学生话语权受到忽视、分配不合理。以全纳教育思想来理解学生话语权,其特点表现为面向全体学生话语平等、接受学生话语个体差异、鼓励学生参与话语言说。就实践路径而言,应从创设生成性话语情境、合理分配话语权、培育权利意识、消解课堂话语霸权四方面着手。Inclusive education advocates fair education,encourages students to participate in cooperation,and opposes discrimination or exclusion of students.In the classroom teaching,students,as the main body in the classroom,have the right of discourse expression. However,in reality,some students’ discourses are suppressed,excluded and even deprived.Students’ discourse right is neglected and the distribution is unreasonable.Under inclusive education thoughts,students’ right to speak is characterized by equality of discourse for all students,acceptance of individual differences in student’s discourse,and encouragement of students to participate in the spoken language.As far as the practice path is concerned,we should proceed from four aspects:creation of generative discourse context,rational distribution of discourse right,cultivation of rights awareness,and elimination of classroom discourse hegemony.

关 键 词：全纳教育 学生话语权 课堂“边缘人” 教育公平 

分 类 号：G420[文化科学—课程与教学论]