从“小毛孩”到“小标兵”:学校课堂规训机制的参与式观察研究  

From“Little Brat”to“Little Model”:A Participatory Observation Study on the Discipline Mechanism of School Classroom

作　　者：林小英[1] 颜李如 LIN Xiaoying;YAN Liru(Institute of Educational Economics/Graduate School of Education,Peking University,Beijing 100871,China;Graduate School of Education,Peking University,Beijing 100871,China)

机构地区：[1]北京大学教育经济研究所/教育学院,北京100871 [2]北京大学教育学院,北京100871

出　　处：《湖南师范大学教育科学学报》2024年第6期1-16,共16页Journal of Educational Science of Hunan Normal University

摘　　要：小学一年级是人的社会化的起始阶段,研究者到B市Y小学一年级S班进行参与式观察和访谈,借助福柯的规训理论与伯恩斯坦的聚集型符码理论,分别剖析了发挥着“地基”作用的课堂外、作为教育“主场”的常规课以及作为“验收”场域的公开课三种场景对学生差异化的规训功能。教育规训手段通过不同教学情境影响着学生意义系统的形成,提出了一种新的基于课堂结构理解规训机制的方式。在“弱分类—强架构”的课堂外,学生通过层级监视的精密评价系统,逐渐形成了个人优绩和集体荣誉意识;在“强分类—强架构”的常规课中,学生逐步在日常性的规范化裁决中形成了成绩本位意识;在“强分类—弱架构”的公开课中,审查评价的压力被传导给学生,学生由此形成了权威监控在场下的知识合规表演意识。在不同教学权力结构的课堂中,学生通过体受各种集中铺底和零碎加固的微观规训技术,逐步构建起了符合学校集体文化的隐性意义系统,在这种精心构造的规训机制下,由外到内实现了从“小毛孩”到“小标兵”的转变。The first grade of primary school is the initial stage of human socialization.The researchers went deep into the first grade S class of Y Primary School in B City for participatory observation.With the Foucault's discipline theory and Bernstein's aggregation code theory,we analyzed the differentiated discipline functions of students in three scenarios that serve as foundational elements:the informal classroom environment,regular classes as the primary educational setting,and open classes as an evaluation domain.These settings were examined for their differentiated disciplinary functions affecting students'meaning systems.Discipline methods influence the formation of students'meaning systems through various teaching contexts.The study proposes a new approach to understanding disciplinary mechanisms based on class structure.In informal settings characterized by“weak classification-strong structure”,students gradually develop personal achievement awareness and collective honor consciousness via hierarchical monitoring evaluation systems.In regular classes defined by“strong classification-strong structure”,students cultivate performance-based awareness through routine normative judgments.In open classes exhibiting“strong classification-weak structure”,the pressure of evaluative scrutiny is transmitted to students,fostering their knowledge compliance under authoritative oversight.Within different classroom power structures,students experience diverse concentrated foundational micro-disciplinary techniques along with fragmented reinforcement strategies.This gradual construction aligns with school cultural norms,leading from external control towards internalization—a transformation from being perceived as“little brat”into“little model”.

关 键 词：课堂 规训 小学教育 参与式观察 

分 类 号：G47[文化科学—教育学]