教育符码和教育话语:伯恩斯坦理论流变及实证研究综述-清华大学教育研究

文章信息/Info

Title:: Pedagogic Codes and Pedagogic Discourse: A Review of the Evolution and Empirical Research on Bernstein’s Theory

Author(s):: XIE Yang WANG Xi-ying; Faculty of Education, Beijing Normal University

Keywords:: pedagogic codes; pedagogic discourse; pedagogic device; Bernstein; sociology of education

摘要:: 教育符码和教育话语理论作为伯恩斯坦教育理论思想中的重要组成部分,为打开学校内部教育教学过程的“黑箱”提供了独特的分析路径。本研究采取理论阅读和经验研究梳理相结合的方式,对伯恩斯坦的教育符码、教育机制及教育话语理论等重要概念进行系统梳理并对相关的实证研究展开分析与评述。通过理论阅读,本研究系统化归纳了教育符码与教育话语中的重要概念及其逻辑关系;结合对相关经验研究的检索与综述,理论概念与现实情境之间的关系得以呈现。伯恩斯坦的教育话语理论将学校内部微观过程连接宏观社会结构过程;其再语境化概念既讨论教育场域自主性问题,又探究学校的内在属性与构型,分析了教育机制、话语、权力交织的复杂过程。此外,本研究探索了伯恩斯坦的教育论述与中国文化情境相结合的可能,为解答复杂社会变革之下的教育问题提供理论工具。

Abstract:: Basil Bernstein’s theories of pedagogic codes and discourse provide unique analytical paths to open the “black box”of the internal educational and teaching processes in schools. This study combines theoretical reading with empirical research to systematically sort out Bernstein’s key concepts, such as pedagogic codes, pedagogic devices, and pedagogic discourse. It summarizes these concepts and their logical relationships and reviews related empirical studies to highlight the connection between theory and real-world contexts. Bernstein’s pedagogic discourse theory links micro-level school processes with macro-social structures, exploring the autonomy of the educational field and the intricate interplay of mechanisms, discourse, and power. Additionally, this study examines the integration of Bernstein’s theories within the Chinese cultural context, aiming to provide theoretical tools for addressing educational issues in times of social change.