主体性形塑:外语教师发展旨趣的话语批判

现代课程传统积淀的课程崇拜是外语教师主体性暗隐的潜在因素,而主体性形塑是外语教师发展旨趣的精神源泉。外语教师发展要走出静态的课程规约,在工具理性与交往理性、系统与生活世界等二元关系中走出一条辩证之道,其间须在超越工具理性、解构学科神话、改塑课程崇拜和建构话语互动的愿景中,动态整体地批判性解读现行课程文本,创造性理解课程话语,从而复归自身作为课程主体的话语权。     

政治语篇的批评性话语分析

文章以批评性话语分析的视角,在Halliday系统功能语言学的理论框架内,从及物性、情态动词和转换方面探讨政治语篇的话语功能,以便更好地掌握批评性话语的分析方法.     

批评话语分析与积极话语分析:从解构走向建构

本文拟从定义、哲学理论基础、原则与方法等视角对批评话语分析和积极话语分析做简要的对比分析,以期探索更加有效的话语分析新途径。     

A Critical Discourse Analysis of News Discourse

This paper aims to explore the underlying ideologies as well as the relationship between news discourse and ideology by analyzing a news report on Saddam Hussein's capture in New York Times from the perspective of critical discourse analysis. While making the analysis, this paper studies the details of linguistic features, transitivity, modality and thematic choice which are based on the three metafunctions of language proposed by Halliday in systemic-functional grammar, so as to reveal how news discourse is used by powerful groups to reinforce dominant ideologies, and to gain profound insights about the stance and attitude maintained in news reports.     

Teacher Education and Development Policies: Critical Discourse Analysis from a Comparative Perspective

The purpose of this study is to explore teacher education policies in different countries of Latin America and North America through the comparison of policy documents. The training of teachers, a key component of education, faces educational challenges as a result of various reform policies in different countries. Critical discourse analysis offers the possibility of illuminating certain aspects of educational policies in specific historic moments. A comparative perspective allows researchers to explore similarities and differences between political statements from a number of governments and agencies, in order to characterize general elements and particularities of teacher education policies in the context of late capitalism. The corpus of this study consists of a selection of recent educational policy documents at national and international levels. This study continues a line of previous studies which apply critical discourse analysis to the research of educational policies.     

批评语篇分析与批评性阅读教学

通过揭示语篇中权利和意识形态之间的关系来加强读者的语言意识,是批评语篇分析的主要目的。基于批评语篇分析理论进行批评性阅读教学可以提高学生的阅读理解能力。教师可以讲授常用的批评语篇分析工具,使学生学会对语篇进行批评性分析,从而培养学生进行批评性阅读的能力。     

Critical Thinking and Science Education

It is widely held that developing critical thinking is one of thegoals of science education. Although there is much valuable work in the area, the field lacksa coherent and defensible conception of critical thinking. As a result, many efforts to foster criticalthinking in science rest on misconceptions about the nature of critical thinking. This paper examines some of themisconceptions, in particular the characterization of critical thinking in terms of processes orskills and the separation of critical thinking and knowledge. It offers a more philosophically sound and justifiableconception of critical thinking, and demonstrates how this conception could be used to ground scienceeducation practice.     

会话分析与批评话语分析异同辨析

会话分析和批评话语分析都将自然话语视为对社会的反映,都以话语为媒介考察社会对话语生成的影响,但由于对话语及社会本质的认识不同,二者的方法论也不尽相同。梳理两个流派的异同点可加深对话语社会特性的认识,同时也有助于整合话语分析各流派的理论及研究方法,推动话语研究的深入发展。     

大学英语专业教师话语的批评语篇分析

教师话语是大学英语课堂的重要交际媒介.它是教师执行教学计划的工具,对学生语言习得产生重要影响,直接关系到教学效果的好坏.本文通过对大学英语教师话语批评性语篇分析,对大学英语教师话语和课堂互动进行评述,得出英语课堂中的权力关系,提倡教师应转变传统角色,适应以学生为中心的英语课堂教学模式.把话语权归还给学生.以达到最佳的表达效果.     

A Critical Discourse Analysis of the Special Education Referral Process: A case study

In this article, I explore a case study of the special education referral process as an institutional site of exploring the intersection of power, discourse and subjectivities. I engage with critical Discourse Analysis (CDA) (Fairclough, Critical Discourse Analysis: the critical study of language , New York, Longman, 1995; Language and Power , London, Longman, 1989) as an analytic and social tool to uncover the webs of discursive practices involved in institutional decision-making. I focus on the process through which identities are constructed through discourse. I present three different interpretations from the beginning of the referral process: (1) the classroom teacher, (2) the remedial reading teacher, and (3) the parent of the child who was referred. In juxtaposing these interview texts I demonstrate how the teachers and June Treader, the parent, perceive the intention of the referral process differently. The school views the referral process as definitive while the mother views the referral as exploratory, to learn more about her daughter. I call on CDA--particularly the domains of discourse and style--as a means to explore and explain the differences in assumptions at the beginning of the referral process. This analysis demonstrates that despite the differences in interpretation at the beginning of the process there is remarkable similarity between the three participants around the values, beliefs and assumptions of 'schooled literacy'. This research suggests the need to expand on frameworks that conceptualize 'conflict' between discourse practices to consider the consequences of alignment.     

文学主体性话语边缘化的深层探析

面对20世纪90年代的新环境所表现出的不适应、知识分子自身的边缘化与后现代思潮的影响,是文学主体性理论于80年代末淡出而未能在90年代得以继续延伸发展的重要的因素。知识分子面对自身的不断边缘化期望通过抢夺话语权回归文化中心,这导致了文学主体性话语的被冷落。后现代主义对“元话语”的反对以及对传统人道主义的颠覆对文学主体性话语的发展完善起着制约作用。     

批评语篇分析的理论框架及实例分析

在信息全球化的当今,提高学生的批评语言意识显得越来越重要。批评语言分析的原则和理论框架研究也相应完善。语篇的分类系统、及物系统、情态系统和转换四个方面可以揭示语言形式在语篇中具有的意识形态意义,运用实例详细阐述了该理论框架在英语教学中的应用。     

英语新闻语篇的批评性语篇分析

兴起于20世纪80年代初的批评语言学,虽然在西方世界已被广泛的接受,在我国仍属于有待开拓的新领域。批评性语篇分析主要分析大众语篇,以揭示隐藏在语言背后的意识形态意义,而新闻语篇作为批评语言学关注的热点自然而然的引起大家浓厚的兴趣。本文将简要介绍批评语言学的主要分析工具,并且以英语新闻作为实例进行分析。     

批评语篇分析与英语阅读教学

将批评语篇分析方法用于用于阅读教学中,可以有效地改善现行阅读教学中存在的问题,提高学生阅读理解的能力和语言意识及批评性阅读语篇的能力,促进以学生为中心的阅读模式的形成和发展。在实施批评性阅读教学过程中,教师应讲解CDA中常用来批评性分析语篇的工具及带有意识形态意义的语言表达形式,教会学生对语篇进行批评性分析,以培养学生批评性阅读语篇的能力。     

Promoting Discourse and Argumentation in Science Teacher Education

Given a sociocultural framework of teaching and learning, argumentation and discourse become central elements of education, particularly in science education because of argumentation’s key role in scientific communities. This study documents preservice teachers’ perceptions of and aptitudes related to argumentation as they participated in a science methods course designed to promote discourse and argumentation. Data sources consisted of instructor reflections, course documents, and student work. Participants tended to view argumentation as a central element of science and as a means for promoting conceptual development in science classrooms. They were generally adept in the construction of arguments, particularly with respect to the evidentiary support of claims and demonstrated improved practice as the course progressed. Implications for using this course as a model and suggestions for its improvement are discussed.     

教育与人的主体性发展——新主体教育论纲

现代教育归根结底是建立在二元论主体哲学和技术理性的基础之上的 ,这种教育造成人与自然、人与社会、完整的自我的三重支离在某种意义上具有必然性。要走出“人类中心主义”和技术理性的樊篱 ,需要运用整体有机论的视野重新建构人的主体价值 ,把主体性理解为人的自然性、社会性和自主性的内在统一 ,由此确立起哲学和人类生活中的“新主体性原则”。指向于“新主体”的生成、内化了“新主体性原则”的教育即是“新主体教育” ,追求“新主体教育”是建构教育中之时代精神的一种尝试