本文選題：�？� + 規(guī)訓(xùn)��； 參考：《曲阜師范大學(xué)》2017年碩士論文

【摘要】：米歇爾·�？率钱�(dāng)代法國著名的哲學(xué)家、思想家、社會學(xué)家,也是結(jié)構(gòu)主義巨匠和后現(xiàn)代主義大師。在《規(guī)訓(xùn)與懲罰》一書中,�？逻\用知識考古學(xué)和權(quán)力系譜學(xué)的方法對自啟蒙運動以來理性至上的現(xiàn)代文明進行重新評估,對資本主義的權(quán)力關(guān)系進行批判。�？乱�(guī)訓(xùn)理論對消解以“技術(shù)理性”和“工具理性”為核心的傳統(tǒng)師生觀有重要的理論價值和現(xiàn)實意義。�？逻\用系譜學(xué)的研究方法考察古典時期的酷刑、現(xiàn)代時期的法律制度和規(guī)訓(xùn)化社會等三種不連續(xù)的刑罰的制度,詮釋了權(quán)力/知識的運行機制。作為一種權(quán)力/知識的技術(shù)手段,規(guī)訓(xùn)的目的是將人建構(gòu)成合乎規(guī)范的主體,人的可供解析的肉體是規(guī)訓(xùn)施展的對象,紀律的制定和全景敞視主義的監(jiān)視則是規(guī)訓(xùn)實現(xiàn)的路徑。根據(jù)�？乱�(guī)訓(xùn)理論,學(xué)校作為有計劃、有目的地培養(yǎng)人的機構(gòu)是典型的“規(guī)訓(xùn)機構(gòu)”。在這種機構(gòu)中,教學(xué)活動演變成規(guī)訓(xùn)過程,師生關(guān)系異化為一種規(guī)訓(xùn)關(guān)系。教學(xué)活動通過設(shè)立標準規(guī)范、依據(jù)規(guī)范改造學(xué)生、通過學(xué)生自我教育強化規(guī)范等三個步驟完成規(guī)訓(xùn)過程。層級監(jiān)視、規(guī)范化裁決以及將這兩種技術(shù)結(jié)合起來的檢查是建構(gòu)“規(guī)訓(xùn)式”師生關(guān)系的基本策略�！耙�(guī)訓(xùn)式”師生關(guān)系建構(gòu)的具體技術(shù)包括:選擇課堂知識、分配課堂空間、控制學(xué)生活動、籌劃學(xué)生“創(chuàng)生”、統(tǒng)籌學(xué)生能力等。消解學(xué)校教育中的“規(guī)訓(xùn)式”師生關(guān)系可以從以下幾個方面入手:首先,破除“知識至上”,樹立探索合作的課程觀;其次,建構(gòu)對話性的溝通方式,相信教化的力量;再次,審慎使用教育權(quán)力,理性處理師生沖突;最后,尊重學(xué)生的生活體驗,相信學(xué)生是道德的存在。運用�？乱�(guī)訓(xùn)理論研究師生關(guān)系有其獨特的優(yōu)勢,也有它特定的局限。其優(yōu)勢表現(xiàn)為:從微觀權(quán)力的角度解讀學(xué)校教育、從境域化知識觀的角度考察現(xiàn)代課程觀、從權(quán)力互動的角度研究師生沖突、從關(guān)注自我的倫理觀角度解讀師生道德自律等為探索民主、平等的師生關(guān)系提供了獨特理論視角;其局限表現(xiàn)為:過多地關(guān)注于理性的壓迫性力量,忽視了其積極價值、泛權(quán)力化傾向嚴重,忽視了人與權(quán)力的相互作用。
[Abstract]:Michel Foucault is a famous philosopher, thinker, sociologist, master of structuralism and postmodernism. In discipline and punishment, Foucault uses the methods of intellectual archaeology and power genealogy to re-evaluate the modern civilization which has been rational and supreme since the Enlightenment, and to criticize the power relationship of capitalism. Foucault's discipline theory has important theoretical value and practical significance in dispelling the traditional teachers and students' view with the core of "technical rationality" and "instrumental rationality". Foucault uses genealogical research methods to investigate three kinds of discontinuous penalty systems, such as torture in classical period, legal system in modern period and discipline society, and explains the operating mechanism of power / knowledge. As a kind of technical means of power / knowledge, the purpose of discipline is to form the human construction into the subject according to the norms, the human body for analysis is the object of discipline, and the formulation of discipline and the surveillance of panoramic open view are the ways to realize the discipline. According to Foucault's theory, school as a planned and purposeful training institution is a typical "discipline institution". In this kind of organization, the teaching activity evolves into the discipline process, and the teacher-student relationship dissimilates into a discipline relationship. Teaching activities through the establishment of standards and norms, according to the norms to reform students, through the students to strengthen the self-education of the three steps to complete the process of discipline. Hierarchical monitoring, standardized adjudication and the combination of these two technologies are the basic strategies to construct the "discipline" teacher-student relationship. The concrete techniques of constructing the teacher-student relationship include selecting classroom knowledge, allocating classroom space, controlling students' activities, planning students'"creation" and coordinating students' ability. To dissolve the "discipline" teacher-student relationship in school education can be started from the following aspects: first, to break down the "knowledge first" and establish a curriculum view of exploring cooperation; secondly, to construct a dialogue way of communication and believe in the power of enlightenment; thirdly, We should use educational power carefully and deal with the conflict between teachers and students rationally. Finally, we should respect students' life experience and believe that students are moral beings. The application of Foucault discipline theory to the study of teacher-student relationship has its unique advantages as well as its specific limitations. Its advantages are as follows: to interpret school education from the angle of micro power, to investigate the modern curriculum view from the perspective of situational knowledge, and to study the conflict between teachers and students from the angle of power interaction. Reading teachers' moral self-discipline from the perspective of self-concern provides a unique theoretical perspective for exploring democracy and equal teacher-student relationship, and its limitation is that it pays too much attention to the oppressive power of reason and neglects its positive value. Pan-power tendency is serious and neglects the interaction between man and power.
【學(xué)位授予單位】：曲阜師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G456

【參考文獻】

相關(guān)期刊論文 前10條

1 孫小紅;;互動論視域下積極師生關(guān)系的構(gòu)建[J];教育研究與實驗;2015年01期

2 葉飛;;師生交往的對話性建構(gòu):超越“技術(shù)理性主義”旨趣[J];教育理論與實踐;2014年31期

3 朱哲;;2013:重建師生關(guān)系[J];人民教育;2013年24期

4 李長偉;;師生關(guān)系的古今之變[J];教育研究;2012年08期

5 余清臣;;師生豈能止于平等——我國當(dāng)代師生交往制度的價值分析[J];教育理論與實踐;2010年04期

6 邵曉楓;廖其發(fā);;我們究竟需要什么樣的師生關(guān)系——對我國當(dāng)代師生關(guān)系理論構(gòu)建的思考[J];教育理論與實踐;2007年19期

7 田國秀;;師生沖突:基于�？碌奈⒂^權(quán)力視角的分析[J];比較教育研究;2007年08期

8 周思旭;;后現(xiàn)代主義的教育觀及其對師生關(guān)系的建構(gòu)[J];河南大學(xué)學(xué)報(社會科學(xué)版);2005年06期

9 叢立新;平等與主導(dǎo):師生關(guān)系的兩個視角[J];教育學(xué)報;2005年01期

10 余清臣;福柯的教師觀[J];教師教育研究;2004年06期

相關(guān)碩士學(xué)位論文 前6條

1 潘躍玲;教室空間構(gòu)造的現(xiàn)象學(xué)研究[D];寧波大學(xué);2013年

2 張秀珍;基于�？乱�(guī)訓(xùn)理論的學(xué)校教育與美育研究[D];西南大學(xué);2013年

3 宋巍;福柯規(guī)訓(xùn)教育思想研究[D];東北師范大學(xué);2010年

4 李軍;基于后現(xiàn)代語境的師生關(guān)系[D];山東師范大學(xué);2006年

5 湯冬冬;�？碌牡赖绿摕o主義[D];南京師范大學(xué);2005年

6 陳松;�？滤枷肱c教育：一種后現(xiàn)代的視角[D];華東師范大學(xué);2004年

，

本文編號：1782016