中学教师文化无意识的现状及社会根源——以y中学为例-the current situation and social origin of teachers cultural unconsciousness in middle schools a case study of y middle school.docxVIP
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中学教师文化无意识的现状及社会根源——以y中学为例-the current situation and social origin of teachers cultural unconsciousness in middle schools a case study of y middle school
华
华 中 科 技 大 学 硕 士 学 位 论 文
II
II
识的客观性、普遍性、价值中立等特点,将平等、实用的价值理念建构成符合全体
社会成员共同利益的价值体系。它的排斥机制是:藉由科学知识内置的抽象思维体 系将其他阶层成员排斥在科学知识的大门之外;同时,凭借科学技术、知识的不断 更新,来掌握科学知识的生产过程,以此来排斥底层阶级的向上流动。这种文化将 现代教育建构成为支配阶级培养劳动力的生产机构,并赋予教育文凭以知识价值和 货币价值,从而实现了现代教育的合法化。学历文凭也因此成为架通职业体系与教 育体系、经济领域与文化领域的桥梁。与经济领域的密切关联使现代教育不断走向 功利主义的泥淖:预设的教育目标、去价值化的课程知识、工具理性的思维方式以 及量化的评价标准均因偏离教育的育人功能,而违背了自身发展的逻辑。教师作为 现代教育的代言人和传播者,因内化实证主义文化的特性而深受其束缚,在教学工 作中显现出异化特征:追求教学目标量的实现、教学效能的产出以及去价值化的客 体认知模式。教师反思批判的主体意识最终被压缩、窄化,其技术化的教学行为最 终使自身成为实证主义文化的忠诚执行者。
因此,反思、批判成为扭转教师异化行为、促进教师意识觉醒的出路。经由文 化批判取向的师资培育、深度的理论阅读、追求民主和公平的课堂教学、教育理念 层面的教学反思、合理的教育评价机制等一系列转化策略,教师才能生发出本真的 精神生命和开放的文化视野,成为具有反思批判意识的转化型知识分子。
关键词:中学教师文化无意识 主流文化 实证主义文化 中学教师意识觉醒
III
III
Abstract
Phenomena of alienation in the work of primary school teachers are related to their cultural unconsciousness. The purpose of this thesis is to describe that phenomena and to probe its societal source.
The author conducted a one-month fieldwork of a secondary school Y, during which I observed and interviewed five teachers. The research shows that there indeed exists among teachers alienated behaviors resulted by “cultural unconsciousness. First, in terms of mainstream culture, their cognizance is of authoritarianism towards textbooks. Second, in respect of positivist culture, they prefer presumption to formation of instructional aims; the mode of teaching is characterized by instrumental reason; assessment of students is featured by quantitative indicators.
As to mainstream culture, Teachers are unconscious of its formation and meaning, of its relation to school education, and of its isolation to lower class culture. Mainstream culture originates in the middle and upper class. It is through intellectuals that construct the embedded ideology and values of those classes into a societal value system, which represents the common interests of the people. That mechanism fulfils the predominance of middle and upper class culture.
The mainstream culture has four attributes: 1) ide
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