摘要
在教育社会学的话语中,学校课堂是居于身份高位者的教师与作为心智匮乏者的学生之间知识授受的场域,在那里教师享有俯视、言说、监听之特权,学生履行被看、倾听、附议之本分,师生协同建构了一种主从尊卑的差序格局。而感官社会学的触角更为精敏,它深刻探察到课堂更是一个多感官竞逐、合作、依存、共生的生态网络,在那里师生的感官系统在行使自然功能的同时,更发挥着隐喻意义上的社会功能:视觉喻指"眼睛的权利"与"权力的眼睛",听觉表征着"全纳的耳朵"与"本真的倾听",而声觉则在追问"是谁在言说"以及如何消解"声音的霸权"。
In the discourse of educational sociology, the classroom is the field of imparting knowledge between prelatie teachers and students who lack the mind, where teachers enjoy the privileges of overlooking, speech and monitoring, while students should have the duty of being watched, listening and echoing. Teachers and students together to construct a master-slave hierarchy pattern of difference. But the sense of sensory sociology is more subtle, it is a profound exploration to classroom that it is a multi-sensory competition, cooperation, interdependence, and symbiotic network, where the sensory system of the teachers and students has more than operated in the natural function, it also has operated the social function in metaphor： visual means ＂the right of the eyes and the eyes of the power＂ ; auditory represents ＂the whole of the ear＂ and ＂the genuine listening＂ ; and the sound asks ＂who is speaking＂ and how to dispel ＂the hegemony of sound＂.
出处
《全球教育展望》
CSSCI
北大核心
2015年第10期34-40,共7页
Global Education
基金
国家社科基金教育学青年项目"微课程视域下卓越教师实践教学保障体系建构研究(项目编号:CIA130186)"
国家社科基金一般项目"港澳台青少年中华传统价值观认同研究(项目编号:14BKS079)"
安徽省教学研究项目:地方高师院校教师教育精品化战略的理论与实践(项目编号:2014jyxm752)的阶段性成果
关键词
课堂教学
感官社会学
视觉
听觉
声觉
classroom teaching
sensory sociology
visual sense
auditory sense
sound sensation
