新中国的师生关系:基于官方话语的分析

The “Scripts” Written by Official Discourse and Recreation:A Structural Hermeneutics of Teacher-Student Relationship of Communist China(1949-2015)

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规范性文化的建构过程。研究发现,国家话语所建构的三种师生关系文化:(1)在建国后随政治风潮而有规律地波动,波动的方向取决于当时教师身份在一套与建国叙事紧密相连的二元符码结构上的位置和权重。(2)在2000年后,官方话语在编码、叙事和修辞风格上都经历了一种系统性的重构:教师社会地位由凡俗化转变为神圣化、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对教师公正的要求。

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 recon- struction 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.