精致规则与语言思想容器重叠:微观权力视角下特殊儿童课堂沉默的质性研究  

Delicate Rules Overlapping with Language Thought Containers:A Qualitative Study of Classroom Silence of Children with Special Needs from a Micro-Power Perspective

作　　者：刘永维 杨中枢[1] 赵欣 LIU Yongwei;YANG Zhongshu;ZHAO Xin(School of Educational Sciences,Northwest Normal University,Lanzhou,730070;School of Education,Tangshan Normal University,Tangshan,063006)

机构地区：[1]西北师范大学教育科学学院,兰州730070 [2]唐山师范学院教育学院,唐山063006

出　　处：《中国特殊教育》2023年第10期20-28,共9页Chinese Journal of Special Education

基　　金：2019年河北省社会科学基金青年项目(项目编号:HB19JY012);2022年河北省教育科学规划项目(项目编号:2203093);2023年河北省高等学校人文社会科学研究项目(项目编号:SQ2023054)研究成果。

摘　　要：本研究基于微观权力理论视角,采取访谈、观察的研究方法,以两位语言能力较好的轻度智力障碍儿童为研究对象,探究特殊儿童于课堂场域中参与和沉默的真实表征,深描我国智力障碍学生在其外显生理残疾背后动态的课堂生态与社会文化高压下的自我夹缝状态,解读特殊儿童课堂沉默的影响因素并揭示其内在机制。研究结果显示,特殊儿童课堂沉默是自我认知、重要环境、重要他人等因素综合影响的结果。最后,笔者对研究伦理与研究未来发展进行了一定反思。沉默是一种选择,是一种参与,是一种生存方式;沉默还可被视为一种抵抗、保护、权力意味的工具性民主实践。Based on the perspective of micro power theory,this study adopts the research method of interview and observation,and takes two mildly mentally handicapped children with good language ability as the research subjects to explore the real representations of the participation and silence of children with special needs in the classrooms.It also describes the dynamic classroom ecology and social and cultural pressure under which students with intellectual disabilities in China are caught in the midst of their physical disabilities and explains the influencing factors of classroom silence of children with special needs and reveals its internal mechanism.The results show that the classroom silence of children with special needs is the result of a combination of factors such as self-perception,significant environment and important others.Finally,the author makes some reflections on the research ethics and the future development of the study.Silence is a choice,a participation,a way of being.Silence can also be regarded as an instrumental democratic practice of resistance,protection and power implication.

关 键 词：特殊儿童 儿童话语权 课堂沉默 微观权力 

分 类 号：G760[文化科学—特殊教育学]