[1]谢洋 王曦影.教育符码和教育话语:伯恩斯坦理论流变及实证研究综述[J].清华大学教育研究,2025,(01):148-160. XIE Yang WANG Xi-ying.Pedagogic Codes and Pedagogic Discourse: A Review of the Evolution and Empirical Research on Bernstein’s Theory[J].TSINGHUA JOURNAL OF EDUCATION,2025,(01):148-160.
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.
相似文献/References:
[1]祁占勇 郑 森.修辞学视角下教育政策文本分析及其话语逻辑[J].清华大学教育研究,2020,(05):37. QI Zhan-yong ZHENG Sen.Education Policy Text Analysis and Discourse Logic from the Perspective of Rhetoric[J].TSINGHUA JOURNAL OF EDUCATION,2020,(01):37.