中国民族民间舞教学实践的“话语”剖释——以第十三届“桃李杯”教育教学成果精品课展示为例  

Discourse Analysis of Chinese Ethnic and Folk Dance Teaching Practice:a Case Study of the 13th “Peach and Plum Cup” Education and Teaching Achievement Courses

作　　者：陈南 CHEN Nan(Dance Department,School of Music,Northeast Normal University,Changchun 130017,China)

机构地区：[1]东北师范大学音乐学院舞蹈系,长春130017

出　　处：《北京舞蹈学院学报》2024年第4期133-141,共9页Journal of Beijing Dance Academy

摘　　要：随着中国民族民间舞学科、课程及其教学的相关研究在体系化建设的推进与探索中不断获得新的拓展,而教学话语作为体现与传递学科观、课程观、教学观的基础媒介则尚未被视为一个核心且独立的探究对象予以相应的关注。鉴于此,文章基于“语用视角”中的多重角色、言语行为、意向内容、背景资源、语境生成五个层面来考察中国民族民间舞教学话语的现状与问题,并以集中反映当下舞蹈教育观念及其前沿趋势的第十三届“桃李杯”教育教学成果精品课展示为窗口,审视教学话语的类型、性质与功能,揭示其在教学实践中的多样性、多义性与综合性。最终,细致剖析中国民族民间舞教学话语,希望对深入理解符合适切需求的教学实践有所启发。The field of Chinese ethnic and folk dance,along with its curriculum and pedagogy,has continued to expand through systematic research and development.However,as the fundamental medium for conveying views on discipline,curriculum,and pedagogy,teaching discourse has not been recognized as a core and independent subject of study.In response,this paper examines the current status and issues of teaching discourse in Chinese ethnic and folk dance from a “pragmatic perspective”,focusing on five aspects:multiple roles,speech acts,intended content,background resources,and context generation.Taking the 13th “Peach and Plum Cup” achievement courses as a window reflecting the contemporary trends in dance education,the paper analyzes the types,nature,and functions of teaching discourse,revealing its diversity,polysemy,and complexity in teaching practice.Through a detailed discourse analysis,it aims to offer insights into better understanding teaching practices that meet the appropriate needs of the field.

关 键 词：中国民族民间舞 教学话语 多重角色 言语行为 意向内容 

分 类 号：G421[文化科学—课程与教学论]