基于福柯教师话语观的师生对话特征解读

The Interpretation of Teacher-student Dialogue Characteristics Based on the Foucault's Teacher Discourse Concept

福柯认为,话语是构建"事物"的一种思维方式、一种机制,话语即权力。话语生产总是依照一定程序,受到控制、挑选、组织与分配。其"全景敞视"的教师话语理论试图阐明教师是整个社会规训机制的一个环节,教师的具体职能就是规训学生。然而事实表明,福柯的权力/话语理论并未能给人们指引出一条解决教育问题的可行道路。伴随着人的主体性、独立性、生成性等观念的出现,教育也发生着根本性的转变,这种转变反映在师生关系上,就是对话理论思潮的兴起,强调理解性、交互性、情境性、生成性的对话似乎更有利于现代师生关系的发展。

Foucault believes that discourse is a thinking mode or a mechanism to construct ＂things＇, namely the power. Discourse production is always controlled,selected,organized and allotted according to certain procedure. Its ＂Panopticon＂ teacher discourse theory tries to clarify that teacher is a link of the discipline mechanism of the whole society. The specific function of teachers is to discipline the students. However,the truth is that Foucault＇s power/discourse theory doesn＇t point a viable path for people to solve education issues. With the concept of subjectivity,independence,generativeness of human beings arises,education is fundamentally. This change The dialogue theory generativeness, which changing reflects on the teacher-student relationship ,namely the rise of dialogue theory. emphasizes on the dialogue with the trait of understanding,interaction,situation and seems more favorable for development of the modem teacher-student relationship.