传统文化教育的“意义接合”——基于个案教师访谈资料的文本分析

The Articulation of Meaning in Traditional Culture Education——Textual Analysis of A Teacher's Interview Accounts

基于拉克劳与墨菲的"接合理论"(theory of articulation),教师对传统文化教育的阐释可以被视为多重视角的意义接合。研究以个案教师的访谈文本为资料,分析其关于"传统"和"文化"的意义阐释,重点探讨受访教师在遣词造句中将哪些意义环扣在一起,并追问此种意义接合的促成力量。研究发现,受访教师的文化视角多元而复杂,被其最为认同的解读视角是传统文化教育基本等同于高雅的经典教育和非政治性的文艺教育。现代学校的学科分类体系与分科考试制度,以及包围师生日常生活的大众传媒是锻造此种意义接合的重要力量。

In line with Lacau and Mouffe( 1985) ’s theory of articulation,this research believes that teachers’ interpretations of traditional culture education could be viewed as an articulation of diversified perspectives of meaning-making. The study analyzes a secondary school teacher’s interview accounts,focusing on in what ways the teacher places certain meaning in particular relations to others. It also examines what kinds of contextual factors contribute to the construction of such fixation of meaning. The research findings indicate that the teacher views traditional culture as education as education of elegant classics and education of depoliticalized literature and art. Both the disciplines set by modern schools and the popular media played an important role in shaping the teacher’s cultural perspective.