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从知识社会学的角度对道德现实的社会建构、道德权威的产生以及学校德育的社会建构、学校德育系统的形成、学校德育的社会化功能、教育权威与教育意识形态、研究者的立场与道德批判的困境等问题进行梳理和分析,有助于我们对道德教育理论问题的理解,从而走出道德批判的困境。 相似文献
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石德生 《青海师范大学学报(哲学社会科学版)》2008,(3):41-45
韦伯理解社会学是社会学学科体系中一个不可或缺的理论流派和方法论体系。本文主要探讨韦伯在理解社会学框架中对“社会”、“社会行动”、“动机”、“秩序”“理想（理念）类型”、“理解”等概念的基本论述,进而分析关于“理解社会学”的基本逻辑及方法论特征。 相似文献
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闫引堂 《北京大学教育评论》2012,10(4):153-162
1977年哈尔西(A.H.Halsey)和卡拉贝尔(Jerome Karabel)为其主编的《教育中的权力与意识形态》撰写的导言已经成为窥探二战以来教育社会学理论演化的经典文献,他们把西方二战以来的教育社会学理论归结为结构功能理论、冲突理论、符号互动论、人力资本理论. 相似文献
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刘永安 《山西师大学报(社会科学版)》2013,(2):56-59
在马克思主义的语境中,道德或被表述为社会意识形态的一种形式,或直接表述为"道德是意识形态"。凯.尼尔森认为这些表述中的道德是特指意识形态的道德,并非是对道德一般本质的揭示,它揭示了意识形态道德的社会起源及其功能,而且,这些表述只是对意识形态道德的一种社会学解释,这里并不涉及价值判断问题,因此,马克思主义对意识形态道德的批判也并不意味着是对规范性道德的否定。尼尔森的阐释有助于我们在意识形态的道德与规范意义上的道德之间做出区分,进而对于理解马克思主义反对道德说教的真实含义,对探究马克思主义究竟有没有自己规范性道德的问题,对克服将马克思主义理解为一种反道德学说的倾向,都具有重要的意义。 相似文献
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美国教育社会学束家普尔认为课程知识具有意识形态性．它是社会各知识权力共同体相互斗争、妥协的产物，而课程改革更是围绕“官方知识”的政治活动．与阿普尔的逻辑相一致，则“关于如何选择课程知识”的课程知识观也充满着意识形态性。它往往是作为某个知识权力共同体整个世界观的一部分而存在，并且在当代世界性课程改革进程中，由于课程知识观与某个知识权力共同体存在着特殊联系，因此在课程知识规领域，各知识观间更多的是“斗争”与“并存”关系。而非一个取代另一个的“转型”关系． 相似文献
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王占魁 《华东师范大学学报(教育科学版)》2012,30(2):10-18
20世纪70年代以来,秉承美国进步主义教育的文化传统,通过将分析哲学、现象学、知识社会学、批判理论与新马克思主义理论相融合,阿普尔开辟了批判教育研究的新领域.有关阿普尔理论的学术属性,国际教育学界存在多种不同的理解.事实上,阿普尔理论的复杂性,与其所受的系统的哲学修炼和其所继承的美国本土的教育哲学传统密不可分.为此,澄清阿普尔批判教育研究的理论来源,不仅有助于化解有关阿普尔理论归属上的纷争,深化我们对阿普尔理论的综合理解,而且有助于我们对其批判教育研究建构方式的整体把握. 相似文献
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体现权力、国家意志的课程目标,意识形态明朗化及对生活世界关照的课程内容,实然与应然之向度的课程实施以及为实现社会控制而形成的课程评价无不体现了课程编制的社会学倾向,课程编制中的这种隐约可见的社会性特点促使我们从社会学的视角去审视与研究课程编制．从而有利于推进课程编制的科学化进程。 相似文献
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体现权力、国家意志的课程目标,意识形态明朗化及对生活世界关照的课程内容,实然与应然之向度的课程实施以及为实现社会控制而形成的课程评价无不体现了课程编制的社会学倾向,课程编制中的这种隐约可见的社会性特点促使我们从社会学的视角去审视与研究课程编制．从而有利于推进课程编制的科学化进程。 相似文献
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从社会学和文化学角度探讨课堂师生冲突的根源，指出教师只有树立正确的权威观念、师生平等的伦理意识和尊重学生权利的法律意识，并运用高超的教育艺术和教育机智，才能有效应对课堂师生冲突。 相似文献
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王海生 《山西广播电视大学学报》2014,(1):54-56
话语权是课堂权力资源最核心的部分,和谐的课堂话语权力状态有利于和谐有效的课堂教学。然而,现行课堂教学话语霸权仍未得到有效解决。分析课堂教学话语权力缺失的成因,唤起权力主体的能动意识和自身觉醒,追寻课堂话语的合理流动与有效通融,教学才能由“主体失落”走向自身觉醒。 相似文献
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Yohanan Eshel 《教育心理学》1991,11(2):129-141
The effects of open education on student outcomes were investigated using classroom authority structure analysis. It was maintained that student outcomes are contingent on the congruence between formal and informal authority structure. The former is determined by the educational policy of the school, while the latter reflects pupils’ ratings of teacher readiness to share classroom decision making with them. A Student Decision Making Scale was devised to assess shared authority as perceived by students. Three open elementary schools with 274 students in 10 classes, and two comparable traditional schools with 224 students in nine classes were included in the present sample. Results indicated that more congruent authority structure was related to higher reading comprehension and vocabulary attainment, as well as to lower social desirability scores. This was true both when (a) shared authority was higher at the formal as well as the informal level (open schools with high shared authority in the classroom), and (b) shared authority was lower at the formal and the informal level (traditional schools with little authority shared in class). 相似文献
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Elina Harjunen 《Teachers and Teaching》2013,19(1):109-110
Authority, a fundamental part of the teaching–studying–learning process, is a problematic and poorly understood component of classroom life. It can be said, in practical terms, that pedagogical authority is constructed in classrooms, in teacher–student interaction and in the spirit of their physical presence, confidence, appreciation, responsibility and respect, and in the way they both relate to the content and norms. Based on the German Didaktik tradition and classroom interaction, an approach for the analysis of pedagogical authority is proposed providing an analytical tool for examining and understanding its constitutive elements and explaining its construction. It posits the existence of three types of interaction or relation from which pedagogical authority emanates: pedagogical interaction, deontic interaction and didactic interaction. Depending on how these relations are enacted in the classroom, they, in turn, may evolve into pedagogical authority. Data collected from four teachers’ interviews in Finnish comprehensive schools are analysed and some empirical evidence is provided to show the characteristics of these relations and how they construct this positive view of authority. More research on pedagogical authority resulting from these relations in classroom settings is needed to account for this critical educational phenomenon. 相似文献
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This article presents an ongoing study of educational policy enactment in Singapore lower primary English classrooms. It explores how teachers react to and interpret educational reforms in their classroom practices against a backdrop of traditional cultural values. Using a prescribed coding scheme, the article presents the instructional organisational patterns and participation structures of the lessons. Through a systematic analysis of the enacted curricula, the paper examines classroom practices as well as teaching and learning activities in Primary 1 (7–8 years) and Primary 2 (8–9 years) English lessons in Singapore. The results suggest that there are cultural clashes between major educational reforms which emphasise independent/critical thinking and ‘Asian values’ which promote respect for authority and conformity. 相似文献
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随着转型时期的到来,高校教师的课堂权威受到严重挑战,表现在课堂正式权威的动摇;知识性权威的旁落;教学能力与艺术受到网络课堂的严峻挑战;道德权威的陷落.而要重建课堂权威,教师必须更新与重构学科知识谱系;强化阐释能力;优化课程内容;更加凸显教师在讨论课中的“导演”地位;严守课堂伦理. 相似文献
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幼儿园空间管理在宏观、中观和微观三个层面取得了一些成绩,但仍然存在着一些不足之处。幼儿园空间管理存在以下误区：以成人的逻辑挤压儿童的精神空间;以“为儿童好”的名义强化课堂空间秩序：以“保证安全”的名义删减幼儿户外玩耍的可能;以“保证权威”的名义故意与幼儿保持距离;以“树立教师权威”的名义“打擦边球”。学前教育改革应对上述误区做出改观。 相似文献
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CLAIRE PLANEL 《比较教育学》1997,33(3):349-373
This ethnographic study attempts to define English and French cultural and educational values in primary school. It is maintained that pupil attitudes to education are derived from pupils' sociocultural backgrounds and that pupil attitudes predispose pupils to learning. Pupils interpret both what and how they learn through the medium of the culture to which they belong. English and French educational values are identified through classroom observation, teacher discourse and pupil perceptions. The comparative approach allows the contrastive characteristics inherent in each country's culture to emerge. It is argued that pupil understanding of such educational values as authority, thought or 'la pensee', control over learning and educational goals and how to achieve them are related to national culture and that they have an effect on pupil motivation. The paper is both an example of and an exploration into how culture may affect learning. It suggests that cultural values are more significant for learning than pedagogical styles as it argues that underlying educational values give meaning to styles of pedagogy. 相似文献
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Peter Roberts 《Interchange》2001,32(1):79-90
Ira Shor's book, When Students Have Power, provides a detailed account of negotiated learning in a contemporary university setting. Weaving recollections of personal experience with educational theory, Shor builds a rich, complex picture of his unique approach to critical pedagogy. This article draws attention to some of the key stylistic and substantive strengths of the book, considers the question of how authority might best be exercised in the classroom, and comments on some of the limits to liberating education. 相似文献
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Andrew Skourdoumbis 《Asia-Pacific Journal of Teacher Education》2013,41(4):350-362
This paper critiques specific forms of classroom teacher effectiveness research. In doing so, the paper suggests that education policy-making deems and employs teacher effectiveness research as a promising and capable contrivance for the identification of ineffective classroom teaching practice. The paper engages with this policy debate by using a specific policy example from the Australian state of Victoria, the Victorian Department of Education and Early Childhood Development (DEECD) Blueprint for Government Schools (2003/2008). Moreover, the attention given to “teacher effectiveness” as the means by which school systems aim to reverse student under-achievement positions classroom teachers as the controlling authority over educational outcomes. Indeed, teacher effectiveness is the defining quality of a policy-making debate that at its core dispenses with broader considerations of possible influence thought to substantially affect the learning outcomes of public school students. 相似文献