课堂冲突的教育人种志研究教育学专业论文.docxVIP

i i 摘要 课堂冲突，顾名思义，是指发生在课堂中的冲突，是指在教室场域中、在课堂教育 教学活动中，教师、学生、课程这三大主体在价值观、规范、象征符号的矛盾或不一致 现象。教室是冲突发生的时空场域，课程、教师、学生是冲突的动态主体，冲突的内容 是各种价值观、规范、象征符号的对立不一致，对课堂冲突的溯源揭示的是国家培养人 才的统一标准与个体个性发展之间的矛盾。 本研究主要采用教育人种志的研究方法，通过对 S 中学 M 班的田野调查，获得了现 今时代背景下，课堂冲突的实证性资料；通过对资料的整理与筛选，呈现了一部分很具 代表性的案例；试图分析与探索在社会经济飞速增长、网络科技全面普及、课程改革进 程步伐进一步加快的时代背景下，作为特殊社会活动的课堂教学，在知识传承、道德教 育过程中，教师、学生、课程在教室场域中的碰撞与冲突的教育现象。 本文分成五个部分，第一部分为绪论，就研究缘起、研究综述、研究方法作主要概 述。第二部分为课堂冲突的概要，主要就课堂冲突的内涵、类型进行概述。第三部分为 田野调查，主要呈现笔者在 S 中学的田野调查的素材和“局内人”自身看法。第四部分 为对课堂冲突的思考，教师、学生、课程三者之间的冲突体现了课程与社会控制之间矛 盾、现代性教育的规训与学生个体的反感与反抗、课程设计所承载的课程愿景与现实境 况的挑战。笔者认为，这些课堂冲突的缓解，有待社会对教育的宽容。第五部分为全文 结语，对课堂冲突的总结与反思 关键词：课堂冲突；教育人种志；田野观察 ii ii Abstract Class conflict refers to the conflict in the classroom, which happened in the process of classroom teaching activities, where teachers, students, the curriculum have contradiction or inconsistency in values and norms. Classroom is the field that contains the conflict time and space. Curriculum, teachers and students is the dynamic subject of conflict. The conflict content is a variety of values, norms, symbols of opposition inconsistent. The traceability of class conflict is to reveal the contradiction between a unified standard of the national personnel training and the development of individual personality. This study used ethnographic methods, fieldwork in M Class S Middle School, which have collect todays era of the context of class conflict empirical data, through data collection and analysis, showing some very representative cases. This study tries to analysis and explore the collision and conflict phenomenon in teachers, students, curriculum in the classroom of education. And Based on the background of rapid socio-economic growth, universal access network technology, to further accelerate the pace of the process of curriculum reform, classroom teaching as a special social activities in the knowledge and a transmission process of moral education,. The article has been divided into five parts, the first part is the int