垂直传递与水平传递——教学过程的差异化架构

Vertical Transmission and Horizontal Transmission:The Different Structures of the Teaching Process

伯恩斯坦的符码理论假设:来自劳工阶层背景的学生因其习得的局限编码与学校精致编码之间的差距,使其在学校中处境不利。这一假设忽视了学校之间教学过程的差异。在对两所不同类型学校的课堂实录进行文本分析时发现,教师在教学过程中问题的表述逻辑上存在限定与含混之别,在知识组织的结构上存在分析与描述之异,在教学进程的规则上存在聚焦与松散之歧,从而形成了两种迥异的教学传递方式:垂直传递与水平传递。垂直传递型的教学节奏连贯、目的明确、层层递进;水平传递型的教学节奏松散、目标含糊、铺陈罗列。当局限编码的学生遭遇水平传递的教学时,其所形成的处境才更值得关注。

Bernstein's code theory hypothesis:Students from a working-class background are disadvantaged in the school due to the gap between the limited coding they have acquired and the exquisite coding of the school.This assumption ignores the differences in the teaching process between schools.In the textual analysis of the classroom records of two different types of schools,It was found that there was different limitations and ambiguities in the logic of problem expression in the teaching process,the difference of analysis and description in the organizational structure of knowledge,and the discrepancy of focus and looseness in the rules of the teaching process resulting in two very different ways of teaching transmission:vertical transmission and horizontal transmission.The teaching rhythm of the vertical transmission type is coherent,clear,and progressive while the teaching rhythm of the horizontal transmission type is loose,ambiguous and enumerated.When the students whose codes are restricted by the authorities encounter the teaching of horizontal transmission,the situation they form is more worthy of attention.