“制造进步”还是“实干兴校”:高校参与中小学改进的批判话语分析  

“Making Progress”or“Hard Work to Prosper the School”:A Critical Discourse Analysis of Colleges and Universities Involved in the Improvement of Primary and Secondary Schools

作　　者：李星 李太平[2] LI Xing;LI Taiping(Director of the Center for Research in Basic Education,Jinzhong University,Jinzhong,030619,China;Institute of Education Research,Huazhong University of Science and Technology,Wuhan 430074,China)

机构地区：[1]晋中学院基础教育研究中心,晋中030619 [2]华中科技大学教育科学研究院,武汉430074

出　　处：《重庆高教研究》2025年第1期94-106,共13页Chongqing Higher Education Research

基　　金：全国教育科学“十四五”规划教育部青年课题“教育学者介入中小学田野的知识生产研究”(EAA220545)。

摘　　要：作为教育改革的基本单位,学校改进的范围和边界在不断向外拓展。同为教育生态系统的重要成员,高校在助力教师专业发展、撬动诸多结构性因素和加强高质量教育体系建设等方面具有深远影响。借助批判话语分析理论,以H大学参与中小学改进的实践过程为个案,从微观角度近距离考察高校如何描述和理解参与过程。研究发现:实践话语、政策话语和理论话语是高校描述参与学校改进实践过程的主要类型。实践话语通过组织化文本宣传、非文本性乡土话语来稳固参与立场;政策话语通过“名词化”陈述方式践行学校改进合法化的价值原则;理论话语通过不断微调改进方向理顺学校改进的话语“力量”。从话语实践层面看,按照标准化的科学研究程序,虽然能让学校在反观自身和外向对比中更容易理解、接受和认同自身定位,但也容易被引导至文本作者假设的轨道上,因而难以养成独立思考、批判质疑的习惯;运用互文性表述机制,即在日常交流、官方主持的会议、正式文本等不同情境下,交叉引用不同话语以表述带有时间设计痕迹的故事,可能让学校在改进中没有扮演主角而是充当了故事背景,进而面临被代表和被发声的困境。从社会实践层面看,参与过程分别折射了特定的权力秩序:被异化的科学理性,推崇在科学理性包装下的改进过程才有价值,才是值得学习的标准;被神化的专家能力,迷信专家系统帮助学校认识、解释和改变自身处境的力量,进而踏上被设计的“外铄式”改进之路。高校的参与作用倾向于表达和书写学校进步的合理性,但如何带头实干进而成为正当化行为典范才是更艰难的挑战。As the basic unit of education reform,the scope and boundaries of school improvement are constantly expanding outward.As an important member of the education ecosystem,universities have far-reaching significance in helping teachers develop professionally and leveraging many structural factors to strengthen the construction of a high-quality education system.With the help of critical discourse analysis theory,taking the practical process of H University’s participation in school improvement as a case study,how universities describe and understand the participation process were investigated from a micro perspective.The study shows that:practical discourse,policy discourse and theoretical discourse are the main types of colleges and universities to describe the process of participating in school improvement.Practical discourse highlights the position of participation through organized textual propaganda and non-textual vernacular discourse.The policy discourse implies that the value principle of legitimization of school improvement is practiced through the“nominalization”of the statement;theoretical discourse exposes the discursive“power”of straightening out school improvements through continuous fine-tuning of the direction of improvement.From the perspective of discourse practice,according to the standardized scientific research procedures,it is easier for the school to understand,accept and agree with its own positioning in the comparison between self-reflection and extroversion,but it is also easy to be guided to the track of the author’s hypothesis,so it is difficult to develop the habit of independent thinking,criticism and questioning;the use of intertextual expression mechanism,that is,in different contexts such as daily exchanges,meetings hosted by officials,and official texts,cross-quote different discourses to express stories with traces of temporal design,may allow schools to play a role in improving rather than play a leading role in the improvement but to serve as the background of the stor

关 键 词：学校改进 大中小学合作 批判话语分析 

分 类 号：G644[文化科学—高等教育学]