课堂场域中师生话语的问题透视与改进路径  

Problems and improvement paths of teacher-student discourse in classroom field

作　　者：刘永丽 LIU Yong-li(School of Education,Capital Normal University,Beijing 100037,China)

机构地区：[1]首都师范大学教育学院,北京100037

出　　处：《教学研究》2023年第3期71-75,共5页Research in Teaching

基　　金：中国教育学会教育科研专项课题(2020JYX013403ZB)。

摘　　要：课堂场域中师生话语问题主要表现为话语权力的不平衡、话语空间的局限、话语内容的单一、话语情感性的淡薄以及话语理解的变异。究其原因,是由于对教育目的认识不清,偏离了教育本真;对课堂规则的刻板遵守,弱化了学生地位;对话语性质的认识缺乏,忽视了话语价值以及教师专业素养的不足,阻碍了话语实施。对此,提出转变育人理念,积极推动教育回归本真;创新课堂规则,发挥积极的环境支持作用;明晰话语本质,合理有效地充分运用话语;提升教师素养,持续引领学生创造话语价值。The discourse problems of teacher-student in the classroom field are mainly manifested in the imbalance of discourse power,the limitation of discourse space,the single discourse content,the indifference of discourse emotion and the variation of discourse understanding.The reasons are that the lack of understanding of the purpose of education has deviated from the true nature of education,the rigid observance of classroom rules has weakened the status of students,the lack of understanding of the nature of discourse neglects the value of discourse,and the lack of teacher professionalism,which hinders the implementation of discourse.In this regard,it is proposed to change the concept of education and actively promote the return of education to its true nature,innovative classroom rules to play a positive role in environmental support,clarify the essence of discourse to make full use of discourse reasonably and effectively,and enhance teachers′quality to continue to lead students to create discourse value.

关 键 词：场域 课堂场域 话语 师生话语 

分 类 号：G424[文化科学—课程与教学论]