摘要
学科规训场域下,研究生师生关系因为内部规训与外部规训的张力作用而平衡。师生规训关系的形成,按照学科规训特点可归纳为“认同与选择—对比与磨合—调试与接纳—适应与互动”四个阶段,在四个阶段中潜藏着学科规训方式从客观评价到主观谋划,规训手段从自由发展到强制约束,规训技术从身体惩罚到心理规制,规训动力从师范引导到失范误导四种导致师生规训滑向对立的危险。借助厘清学科规训内涵、实施跨科际规训、变革学科规训方式等路径可有效促进师生规训归复平衡。
In the perspective of disciplinarity,the relationship between tutors and postgraduates is balanced because of the counterbalance of the mutual disciplinary reaction and the external factors’function.However,there is a potential imbalance in the formation and development of the relationship between tutors and postgraduates.According to different features of academic disciplinary,relationship between tutors and postgraduates can be divided into 4 categories including“identity and selection”,“comparison and run-in”,“debugging and acceptance”,“adaptation and interaction”.In these stages,tutors evaluate postgraduates from objective to the subjective;teaching from postgraduates’free development to constraint their development,using the utility from physical punishment to mental regulation,driving from normal leadership to misleading which cause four kinds of imbalanced circumstances.Clarifying the essence of disciplinarity,implementing interdisiplinarity,transforming the model of discipline play a role in promoting the rebalance of disiplinarity.
作者
叶繁
葛新斌
YE Fan;GE Xin-bin(The Open University of Guangdong,Guangzhou,Guangdong,China,510091;South China Normal University,Guangzhou,Guangdong,China,510631)
出处
《广东开放大学学报》
2020年第6期73-79,共7页
JOURNAL OF GUANGDONG OPEN UNIVERSITY
基金
2018年度广东省教育厅重点科研平台和科研项目(特色创新类项目和青年人才类项目)“基于教育供给侧改革的广东开放大学办学体系教改项目管理研究”(2018WQNCX3332)
2019年度广东省高等教育改革项目“OBE理念下远程开放教育学前教育专业创新型人才培养的改革与实践”(778)。
关键词
学科规训
知识-权力
师生关系
失衡
disciplinarity
knowledge-power
relationship between tutors and postgraduates
imbalance
