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研究生:林郡雯
研究生(外文):Lin,chun wen
論文名稱:AnthonyGiddens結構行動論及其在教育上的啟示
論文名稱(外文):Anthony Giddens'' Structuration Theory and Its Implications for Education
指導教授:張建成張建成引用關係林逢祺林逢祺引用關係
指導教授(外文):Chang, Chien chengLin, Feng chi
學位類別:碩士
校院名稱:國立臺灣師範大學
系所名稱:教育研究所
學門:教育學門
學類:綜合教育學類
論文種類:學術論文
論文出版年:2002
畢業學年度:90
語文別:中文
論文頁數:141
中文關鍵詞:結構行動論結構與行動的一體兩面教育理論教育實際師生互動
外文關鍵詞:structuration theoryduality of structureeducational theorizationeducational practicestudent-teacher interactions
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Anthony Giddens結構行動論及其對教育的啟示
摘要
本研究旨在探討Anthony Giddens的結構行動論,以及它對教育的啟示。全文採用理論分析法,並依以下步驟逐漸完成論文。
一、 追蹤結構行動論發展的理路。從三個面向來看,分別是Giddens的社會學生涯、二次大戰後社會學的發展及Giddens對正統共識的批判,第三個面向則是Giddens如何融合不同的理論思想以成就結構行動論。
二、 分析結構行動論的重要主張。也是分成三個層面,方法論部分、理論內涵部分與實質理論部分。
三、 紹述學者對結構行動論的正反評價。其中包括Giddens的回應,並提出本文的觀點。
四、 探討結構行動論對教育理論、教育實際(特別著重在師生互動方面)的啟示,並說明它應用到教育上的可能限制。
五、 根據以上的考察,做成結論並提出對未來相關研究的建議。
簡要來說,本研究的發現如下:
一、 師生互動是規範約束、控制辯證、意義共構的歷程。易言之,師生的互動歷程中,包括了道德的、權力的、意義的元素。
二、 師生的論說意識與實踐意識均有重要性。師生雙方的行為有很多不可言喻的部分,彼此應該在互相尊重的前提下,進行溝通。尤其是教師,應該言傳身教並重。
三、 師生均追求本體安全感。師生互動中有許多例行性活動,因為例行化,所以可預測性高。師生即由此取得安全感,並建立身份認同。
四、 師生皆應養成反思的習慣。教師的工作繁忙,如果沒有隨時的反思,恐怕事倍功半,在焦頭爛額之際,心情起伏大,容易與學生發生衝突。學生正值青春期,脾氣本來就不穩定,加上功課壓力大,與教師的相處也有問題。是以,教師、學生均應養成反思的習慣,隨時反省自己。如此才能減少錯誤,提高辦事效能。同時也降低師生之間的緊張。
五、 師生應合力找出學校中結構與行動的一體兩面性。學校結構不只會限制學生的行動,還可以促成學生展開合理的行動。只是學生往往無法察覺結構的促成面,對學校心生排斥。是以,教師應與學生共同合作,找出結構與行動的一體兩面。
六、 師生衝突與結構矛盾沒有必然的關係。師生對立的情感,係屬無可避免,但這是結構上的矛盾,不一定會產生實際的衝突。師生應加強溝通,瞭解彼此的期望與處境,才能建立良好的師生關係。
Anthony Giddens’ Structuration Theory and Its Implications for Education
Abstract
This study carries out a comprehensive investigation of Anthony Giddens’ structuration theory on the one hand, and a reflexive elaboration of its implications for educational on the other. To accomplish these ends, this study proceeds with the following steps:
1. Grasp the main threads of structuration theory by gathering up Giddens’ academic backgrounds, criticism of orthodox consensus and synthesis of divergent theoretical approaches.
2. Look into structuration theory methodologically, theoretically and substantively.
3. Assess structuration theory by reference to critics’ evaluations and Giddens’s responses.
4. Interpret the implications of structuration theory, with its limits included.
5. Based on the above findings, submit suggestions to future researchers.
After thorough examinations of structuration theory, the following conclusions are secured:
1. Giddens’ synthesis of diverse theoretical traditions has a lot to do with his academic background, while his promise to overcome the dualism of agency and structure does with the current of thought after the second world war.
2. The duality of structure being its core concept, structuration theory attempts to picture the often subtle and delicate interlacing of agency and structure.
3. Whether structuration theory succeeds at the integration of agency and structure is still in debate, though, Giddens’ efforts are worthy of praise and respect.
4. Despite its shortcomings, structuration theory does have profound implications for educational theorization and practice as follows:
(1) In theorization
I. Educational theorization should work on the problem of dualism of agency and structure.
II. Educational theorization should put symmetrical emphases on both time and space.
III. Educational theorization should take double hermeneutics into account.
(2) In practice (with special focus on student-teacher interactions)
I. Student-teacher interactions are processes closely related to sanctions, power and communication.
II. Discursive consciousness and practical consciousness are of equal significance for teachers as well as students.
III. Both students and teachers look after ontological security.
IV. Both students and teachers should develop the habit of reflection.
V. Teachers and students have to work together to penetrate duality of agency and structure in school.
VI. Structural contradictions do not necessarily cause student-teacher conflicts.
Anthony Giddens結構行動論及其對教育的啟示
目次
第一章 緒論 1
第一節 研究動機與目的 1
第二節 研究步驟與範圍 5
第三節 研究限制 13
第二章 結構行動論發展的理路 17
第一節 Giddens的社會學生涯 19
第二節 二次戰後社會學的發展與Giddens對正統共識的批判 23
第三節 結構行動論的主要來源 28
第四節 結構行動論的其他來源 36
本章小結 40
第三章 結構行動論的重要主張 43
第一節 方法論部分 43
第二節 理論內涵部分 48
第三節 實質理論部分 77
本章小結 86
第四章 結構行動論的正反評價 89
第一節 理論融合與二元對立的問題 90
第二節 功能論、結構主義與馬克思主義的回應 97
第三節 結構行動論的應用價值 103
本章小結 106
第五章 結構行動論在教育上的啟示 107
第一節 結構行動論對教育理論的啟示 107
第二節 結構行動論對教育實際的啟示 123
第三節 結構行動論應用到教育上的限制 112
本章小結 126
第六章 結論與建議 127
第一節 研究結論 127
第二節 對未來相關研究的建議 131
參考書目 135
壹、中文部分 135
貳、英文部分 136
參考書目
壹、中文部分
Jary, D. & Jary, J. (1995/1998). Harper Collins dictionary of sociology.
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洪鎌德(1996)。紀登士的結構兼行動理論之評析。歐美月刊,11(11),85-105。
洪鎌德(1997)。社會學說與政治理論─當代尖端思想之介紹。台北:揚智。
胡正光(1998)。紀登士。台北:生智。
張建成(2002)。批判的教育社會學研究。台北:學富。
張秋蘭(1994)。從紀登斯的結構化理論分析台灣團體協商的實施狀況。文化大學勞工研究所碩士論文,未出版,台北。
許殷宏(1998)。紀登斯(A. Giddens)「結構化理論」對教育社會學研究的啟示,教育研究集刊,40,93-112。
陳伯璋(1988)。歷史唯物論的人文色彩---評季登斯的重建方法論,文星,115, 122-128。
陳伯璋(2001)。新世紀教育發展的回顧與前瞻。高雄:麗文文化。
陳孟賢(1993)。紀登斯與他的構建論。二十一世紀雙月刊,15,87-92。
陳奎(2001)。教育社會學導論。台北:師大書苑。
陳柳朱(1997)。論布爾迪厄和紀登斯關於行動與結構的理論。東吳大學社會學系碩士論文,台北。
黃瑞祺(1999年,12月13日)。側寫大師,世紀大師訪談─紀登斯。聯合報。
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黃瑞祺(2002年,4月14日)。主題書評:解讀紀登斯。中國時報。22版。
黃嘉雄(2000)。轉化社會結構的課程理論:課程社會學的觀點。台北:師大書苑。
葉啟政(2000)。進出「結構─行動」的困境。台北:三民。
趙雅麗、劉慧娟(1996)。資訊傳播科技系統設計:一個結構化理論為主的建構模式。新聞學研究,53,231-250。
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貳、英文部分
一、 Giddens著作
Giddens, A. (1976). New rules of sociological method. London: Hutchinson.
Giddens, A. (1977). Studies in social and political theory. London: Hutchinson.
Giddens, A. (1979). Central problems in social theory. London: Macmillan.
Giddens, A. (1981). A contemporary critique of historical materialism,vol.1: Power, property and the state. London: Macmillan.
Giddens, A. (1982a). Profile and critique in social theory. London: Macmillan.
Giddens, A. (1982b). Sociology: a brief but critical introduction. London: Macmillan.
Giddens, A. (1984). The constitution of society. Cambridge: Polity Press.
Giddens, A. (1987). Social theory and modern sociology. Cambridge: Polity Press.
Giddens, A. (1989a). Sociology. London: Polity Press.
Giddens, A. (1989b). A reply to my critics. In D. Held & J. B. Tompson (Eds.), Social theory of modern societies: Anthony Giddens and his critics (pp.249-301). Cambridge: Cambridge University Press.
Giddens, A. (1990). Structuration theory and sociological analysis. In J. C. Phil, C. Modgil & S. Modgil (Eds.), Anthony Giddens: Consensus and controversy (pp.297-316). Lodon: The Palm Press.
Giddens, A. (1991). Structuration theory:past, present and future. In C. Bryant & D. Jary (Eds.), Anthony Giddens: A Critical Appreciation (pp.201-221). London: Routledge.
Giddens, A. & Pierson, C. (1998). Conversation with Anthony Giddens: making sense
of modernity. Cambridge: Polity Press.
二、 學者評論
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