言语视角下教师言语遭遇的双重困境与纾解策略  

The Dual Dilemmas and Mitigation Strategies of Teacher Discourse from a Linguistic Perspective

作　　者：孔苏 KONG Su(Jing Hengyi School of Education,Hangzhou Normal University,Hangzhou Zhejiang,311121)

机构地区：[1]杭州师范大学经亨颐教育学院,浙江杭州311121

出　　处：《现代基础教育研究》2025年第1期100-105,共6页Research on Modern Basic Education

基　　金：上海市教育科学研究项目“‘强师计划’背景下上海市教师专业发展学校能力建设研究”(项目编号:C2023073)。

摘　　要：教师言语遭遇的课堂教学场域限制与自我角色认知模糊的双重困境,导致教师的言说囿于模式化,影响教师言语的育人成效。言语视角下的教师言语的主要问题表现在两个层面:一是教师言语权力的泛化、言语的功利倾向和言语思维的惯习;二是教师言语道德失当、言语倦怠等。针对教师言语遭遇的双重困境,基于言语视角的分析框架,尝试实施以言语类型与言语方式融合的综合性纾解策略,具体包括:以戏剧性言语及其疗育功能改善教师的自我角色认知,以教育戏剧的戏剧场域丰富教师多样化的言语方式,形成戏剧性言语类型与多样化言语方式交互的教学范式。The dual dilemmas of classroom teaching domain restrictions and ambiguous self-role perceptions encountered by teachers in their discourse result in their patterned and formulaic speech,which negatively affects the educational effectiveness of teachers’speech.From a linguistic perspective,there are two kinds of major issues in teacher discourse,including:firstly,teachers’overgeneralized discourse power,utilitarian tendencies of their speech,and habitual discourse thinking,and,secondly,moral missteps in teacher discourse and speech-related fatigue.To address these two dilemmas,this article adopts comprehensive mitigation strategies that integrate speech types and modes based on the analysis framework of linguistic perspective.Specifically,this includes using dramatic discourse and its therapeutic function to improve teachers’self-role perception,enriching their discourse diversity through the dramatic field of educational drama,and creating an interactive teaching paradigm that blends dramatic discourse types with diverse forms of expression.

关 键 词：教师言语 戏剧性言语 场域限制 角色困境 言语视角 

分 类 号：G63[文化科学—教育学]