我国中小学课堂话语互动失效现象的归因探究——基于社会学新制度主义的思考

Attribution of Ineffectiveness of Classroom Discourse Interaction in Primary and Secondary Schools in China: A Reflection Based on the New Institutionalism in Sociology

话语互动本质和互动实践之间的身份结构性悖论和对话价值性悖论内嵌于中小学课堂之中,致使教师与学生共同面临着消极沉默、虚假互动、话语区隔等课堂话语互动失效的非预期现象,严重制约着我国基础教育的发展质量。课堂话语互动表面是教学技术性问题,其背后却有着隐性的制度规约和深刻的社会根源。儒家文化渲染下身份权力的结构冲突、评价制度规约下优绩主义的被动迎合,以及认知偏好影响下话语剥夺的主动选择,构成了中小学课堂话语互动失效的内外部动因。为在课堂实践层面提升话语互动的成效与质量,应消解文化霸权,调和极端化的师生话语互动关系;超越优绩主义,推动教育评价制度的意义结构变革;淡化个人偏见,构建公平包容的话语互动伦理环境。

The paradox inherent in the structure of identity and the paradox surrounding the value of dialogue are embedded in primary and secondary school classrooms,resulting in teachers and students encountering unforeseen phenomenon such as negative silence,false interaction and discourse separation,which affect the development quality of basic education in China seriously.Although classroom discourse interaction belongs to teaching techniques on the surface,the institutional rules and profound social roots are hidden behind it.The study found that the structural conflict of identity power under the rendering of Confucian culture,the passive catering of meritism under the rules of evaluation system,and the active choice of discourse deprivation under the influence of cognitive preference constituting the internal and external reasons for the ineffectiveness of classroom discourse interaction in primary and secondary schools.In order to improve the effectiveness and quality of discourse interaction in classroom practice,cultural hegemony should be removed and the extreme discourse interaction between teachers and students are supposed to be reconciled;meritism should be transcended and the reform of the meaning structure in the educational evaluation system should be carried out;and personal bias should be diluted so as to build a fair and inclusive ethical environment for discourse interaction.