摘要
致力于教师和学生自主发展的外语课程并不能脱离特定的文化和社会背景的限制。抑制自主性发展的形式恰恰就是课堂和学校的交往方式。而这种交往方式又是与学校各学科的课程分类及其关系密切相关，而根本的是受制于包括来自西方在内各种话语的影响。本文对这些话语是如何转变为课程“文本”(交流)，成为抑制自主性的具体语言形式进行考察。作者认为教师应该通过批判性解读课程活文本来认识这些话语的本质，以达到自我发展的目的。这将为教师打开“理想语言情境”之道，在那里自主性、语言学习和人的思想精神将同时得到发展。
The language curriculum committed to the development of autonomy, both for teachers' professional practices and learners' independent actions, is not free from the constraints of the social and cultural possibilities. The constraints are realized in legitimate forms of pedagogical communication appropriate to different categories of school subjects and their relationships, which are recontextualized from social discourses in broad contexts. This paper examines the symbolic control of curriculum autonomy by focusing on the translation of Western social-historical discourses into curricular text (communication) of Chinese language education. I shall argue that school “text” has to be read critically by teachers themselves as a way of self-empowerment through discourse. Such empowerment paves a way to the development of Ideal Speech Situation where autonomy, learning and understanding are nourished by the language of authentic being.
出处
《外语与外语教学》
北大核心
2004年第6期30-34,共5页
Foreign Languages and Their Teaching
关键词
自主性
教育话语
课程文本
教师发展
autonomy,pedagogic discourse,curriculum,teacher development
