基于杂语的教育叙事案例及其启示:以巴赫金的杂语理论为中心  

Cases of Educational Narrative Based on Miscellaneous Language and its Enlightenment:Centered on Bakhtin’s Theory of Miscellaneous Language

作　　者：段俊吉 Duan Junji(Institute for Advanced Studies in Education,East China Normal University,Shanghai 200062)

机构地区：[1]华东师范大学教育高等研究院,上海200062

出　　处：《教育发展研究》2022年第18期21-26,共6页Research in Educational Development

摘　　要：巴赫金的杂语理论融合了事件、对话和互文等叙事元素,对传统的独白性叙事模式提出了挑战和改造。它不仅体现了一种文学叙事的“狂欢思维”,而且以杂语为中心对叙事方式进行了革新。当杂语进入教育叙事的理论语境,不仅表明教育的声音具有多元的来源,更意味着存在不同价值立场的理解。正是因为多元的声音与不同的理解,被忽视的教育经验得以显现,受叙者的教育形象方能真实呈现。从这个意义上说,杂语使得教育叙事彰显了多重的生活经验,故事变得丰富生动,场景趋于异质且立体。Bakhtin’s theory of heteroglossia incorporates narrative elements such as events,dialogue,and intertextuality,and it's a kind of challenge and reform to the traditional narrative mode of monologue.It not only embodies a kind of“carnival thinking”of literary narrative,but also innovates the narrative method centered on heteroglossia.When heteroglossia enters the theoretical context of educational narrative,it not only shows that the voice of education has multiple sources,but also means that there are understandings of different value positions.It is precisely because of the diverse voices and different understandings that the neglected educational experience is revealed,and the educational image of the narrated person can be truly presented.In this sense,heteroglossia make educational narratives show multiple life experience,stories become rich and vivid,and scenes tend to be heterogeneous and three-dimensional.

关 键 词：巴赫金 杂语 教育叙事 

分 类 号：G40-03[文化科学—教育学原理]