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清华大学教育研究[ISSN:1001-4519/CN:11-1610/G4]

卷:

期数:

2017年03期

页码:

59-69

栏目:

教育思想与理论

出版日期:

2017-06-20

文章信息/Info

Title:

The “Scripts” Written by Official Discourse and Recreation: Teacher-Student Relationship of Communist China

作者:

郑雅君

复旦大学高等教育研究所

Author(s):

ZHEN Ya-jun

Higher Education Research Department, Fudan University

关键词:

师生关系 结构诠释学 文化结构 国家话语 社会表演

Keywords:

teacher-student Relationship;  cultural sociology;  structural hermeneutics;  official discourse;  social performance

分类号:

G456

文献标志码:

A

摘要:

国家对中国社会事业的统领作用历来有目共睹。法律法规、政策命令、领导讲话、官媒评论等官方文本如同国家写就的“脚本”,为社会互动中的“演员”提供着行动的直接参考。缘用文化社会学的“结构诠释学”方法,本文通过文本分析来理解建国以来国家官方话语对师生社会关系、人际关系和教学关系三种文化的建构过程。本文发现,国家话语建构出的师生关系文化:（1）在建国后随着政治风潮持续波动,而隐含在这些波动背后的是一套与建国叙事紧密相连的社会主义/反社会主义符码结构。（2）然而2000年后,在编码、叙事和修辞风格上都经历了一种系统性的“再创作”:教师社会地位由凡俗化转为神圣化、师生人际关系从对角色秩序的规定转变为对情感连结的呼吁、师生教学关系方面从对师生平等问题的争论转变为要求教师公正的过程。再者,与“强文化范式”的理论主张相一致,史料提示该文化结构在从各个历史时期的社会表演中发挥着自主地塑造社会人际关系的真实力量。

Abstract:

The leading role of state in Chinese societal development has already been noticed. Official Publications, such as laws, acts, leaders’ speeches and editorial of official media, provide “actors” in society with “scripts”, functioning as the immediate referent for action. Employing structural hermeneutic approach of cultural sociology, this study aims to inquire the cultural construction process of official discourse on the Teacher-Student Relationship (TSR) of new China from social, interpersonal and teaching dimensions. By analyzing official texts, this paper suggests that official publications constructed culture of TSR: (1) along with continuously fluctuated main political trends agitation after the new China established, the “script” deeply rooted in a binary structure of communist/anti-communist codes originated from official narrative on the foundation of new China; (2) contingently experienced a reconstruction process in both coding and narrating after 2000s: firstly, teachers’ profaned social status turned to be sacred. Secondly, interpersonal TSR turned to be affectional from roles-fixing. Thirdly, the central issue of teaching TSR turned to be impartiality of how teacher treating students from equality between teachers and students. Aligned with the theoretical argument of “Strong Paradigm”, there are textual evidences implying that the cultural structure of officially constructed TSR has its autonomy in inspiring actions and shaping social interactions.The leading role of state in Chinese societal development has already been noticed. Official Publications, such as laws, acts, leaders’ speeches and editorial of official media, provide “actors” in society with “scripts”, functioning as the immediate referent for action. Employing structural hermeneutic approach of cultural sociology, this study aims to inquire the cultural construction process of official discourse on the Teacher-Student Relationship (TSR) of new China from social, interpersonal and teaching dimensions. By analyzing official texts, this paper suggests that official publications constructed culture of TSR: (1) along with continuously fluctuated main political trends agitation after the new China established, the “script” deeply rooted in a binary structure of communist/anti-communist codes originated from official narrative on the foundation of new China; (2) contingently experienced a reconstruction process in both coding and narrating after 2000s: firstly, teachers’ profaned social status turned to be sacred. Secondly, interpersonal TSR turned to be affectional from roles-fixing. Thirdly, the central issue of teaching TSR turned to be impartiality of how teacher treating students from equality between teachers and students. Aligned with the theoretical argument of “Strong Paradigm”, there are textual evidences implying that the cultural structure of officially constructed TSR has its autonomy in inspiring actions and shaping social interactions.

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更新日期/Last Update: 2017-06-20