学校知识之社会建构的内涵与过程——巴兹尔·伯恩斯坦教学话语理论的启示与反思  

The Social Construction of School Knowledge and Its Mechanism:A Review of Basil Bernstein’s Theory of Pedagogic Discourse

作　　者：胡雪龙[1] HU Xuelong(Institute of Education,Tsinghua University,Beijing 100084)

机构地区：[1]清华大学教育研究院,北京100084

出　　处：《比较教育研究》2021年第12期46-54,共9页International and Comparative Education

摘　　要：学校知识的社会建构是巴兹尔·伯恩斯坦教学话语理论的核心主题。伯恩斯坦提出"新"教育社会学对学校知识的社会学研究,过于强调了权力关系与学校知识之内容和形式的对应性关系,忽略了知识的内部组织规律。受到涂尔干社会学理论的影响,伯恩斯坦考察了教学话语之社会建构的基本形式——中世纪课程知识的分化,认识到学校知识包含了两种秩序——"规约性话语"和"教导性话语"。他发现,学校知识体系的建构既不完全取决于知识本身的性质,也不仅仅是由社会权力关系决定的,而是渗透了外部意识形态的"再脉络化"。然而,由于过分强化规约性话语的支配性作用,伯恩斯坦的教学话语理论很可能瓦解了学校知识本身的客观性和自主性,陷入相对主义和反智主义的困境。Central to Bernstein’s inquiry into’pedagogic discourse’is the process of social construction of school knowledge.From the perspective of Bernstein,the so-called’new’sociology of education and its approach to curriculum over-emphasis the political expediency rather than pedagogic principles,thus disregarding the intrinsic autonomy of knowledge.Following the Durkheimian tradition,Bernstein drew his attention to the elementary form of the internal pedagogic mechanism through which the pedagogic discourse was socially constructed.By focusing upon the first classification of school knowledge,Bernstein identified two kinds of pedagogic discourses,that were,’regulative discourse’and’instructional discourse’,whereby the former was affected by the external social orders and dominated the latter.His conclusion was that the socially constructed school knowledge was neither a reflection of the objective and intrinsic nature of disciplinary knowledge,nor a representative of external social relations;rather,it was’recontextualization’of power relations penetrated by ideologies.However,it is worth noting that in the stress over the dominance of regulative discourse,Bernstein’s account runs a risk of relativism and anti-rationalism,by eliminating the reality of instructional discourse.

关 键 词：巴兹尔·伯恩斯坦 新教育社会学 教学话语 再脉络化 社会建构 

分 类 号：G40-032[文化科学—教育学原理]