赋权抑或负权:规训视角下师生课堂权力运作的质性研究  

Empowerment or Negative Power:A Qualitative Study of the Operation of Teacher-Student Power in theClassroom from a Discipline Perspective

作　　者：马雯 Ma Wen(Nanjing Normal University)

机构地区：[1]南京师范大学教育科学学院

出　　处：《当代教育科学》2024年第1期63-72,共10页Contemporary Education Sciences

摘　　要：师生权力关系的运作对学生课堂参与中的主体性状态产生重要影响。本文基于福柯的权力观,借由课堂参与这一过程,运用质性研究的方法,试图揭橥小学课堂中师生权力的运作机制与互动模式。研究发现,小学课堂参与中的师生权力运作机制同时存在赋权与负权的效用,赋权体现在学生主体性的彰显,负权体现在学生主体性的抑制。为发挥规训的赋权功能,在学生可见的身体参与和不可控的心智参与过程中,教师借由视觉干预与技术化规训的手段,由身及心地引导学生合乎规范地参与课堂。基于此,在视觉干预与技术化规训的共同作用下,归纳出师生在课堂参与过程中的权力互动八种模式:规劝型;规限型;关心型;疏离型;服从型;应付型;表演型;放任型。The operation of teacher-student power relations has a significant impact on the state of students'subjectivity in classroom participation.Based on Foucault's view of power,this paper attempts to reveal the operation mechanism and interaction mode of teacher-student power in the elementary school classroom through the process of classroom participation and the use of qualitative research methods.It is found that the operation mechanism of teacher-student power in primary school classroom participation has the effect of both empowerment and negative power,with empowerment being reflected in the promotion of students'subjectivity and negative power in the suppression of students'subjectivity.In order to realize the empowering function of discipline,in the process of students'visible physical participation and uncontrollable mental participation,teachers use visual intervention and technological discipline to guide students to participate in the classroom in a standardized way from the body to the mind.Based on this,the following eight patterns of power interactions between teachers and students in the process of classroom participation are summarized under the combined effect of visual intervention and technological discipline:exhortative;restrictive;caring;detached;submissive;coping;performing;and permissive.

关 键 词：师生互动 规训 课堂参与 小学课堂 主体性 

分 类 号：G622.4[文化科学—教育学]