教師專業(yè)畢業(yè)論文外文翻譯--高等教育中五方面關(guān)于教師和學(xué)生的微權(quán)力關(guān)系

1、<p><b>　　外文文獻翻譯原文</b></p><p>　　Micro-Power Relations between Teachers and Students using Five Perspectives on Teaching in Higher Education</p><p>　　David Gosling</p><

2、p>　　Abstract: In recent years, there has been little discussion in the literature about teaching and learning of power relations between teachers and students. Indeed there is a suggestion that teachers have been losi

3、ng power in recent times both because of so-called student centered approaches but also because students are o be seen as consumers. This paper begins by considering Foucault’s comments on power and develops these to exp

4、lore the micro technologies of power used by teachers in higher edu</p><p>　　Micro-Power Relations between Teachers and Students using Five Perspectives on Teaching in Higher Education Power relationships wi

5、thin the academy was a fashionable topic in the 1960’s and 70’s but in the recent literature on learning and teaching power has rarely been discussed at any length. Power is mainly considered in the context of the disadv

6、antaging of certain groups by virtue of their gender, ethnicity, class, disability or sexual orientation (for example, hook, 1989). The exercise of p</p><p>　　In recent years the idea that students should b

7、e seen as consumers of higher education has also seem to imply a diminution in the power of lecturers. Morley (2003: 86) quotes a lecturer who says that you are in a position where you can’t refuse the students anything,

8、 you know you really can’t, if they knock on your door at any time of the day you have to say Please come in, what would you lie me to do for you. The powerlessness expressed by this lecturer hides a more complex reality

9、 in which bot</p><p>　　Let us consider some factors that influence the distribution of power between students and teachers. </p><p>　　Teacher as expert: The relation between power and knowledge,

10、 discussed extensively by Foucault, is an important consideration for this discussion because of the way in which different regimes of truth influence the authority of teacher in higher education. Power over students is

11、assigned to the teacher as expert by virtue of his/her claim to superior knowledge. The extent to which this power is exercised depends on both how teachers regard their claim to knowledge and their conception of teachin

12、</p><p>　　Nevertheless, within areas where there is not such clearly identified body of knowledge, it might still be the case that ways of thinking and practice constitutes a crucial threshold function. (200

13、3: 421)When the lecturer, quoted by Meyer and Land, asserts that we have to instill in students a kind of acceptance of modeling which is quite fundamental to the way in which we approach most of our analysis phrases lik

14、e instill indicate a one-way power system. </p><p>　　Teacher as the designer of learning tasks: Lectures also have significant power in creating the learning environment in which students find them and in d

15、esigning the learning tasks with which students are expected to engage. Being a good teacher is very much about being a good designer of tasks and a sensitive facilitator of student engagement with them. That students do

16、 not always do what the tutor expects shows only that the lecture’s power is circumscribed and has to be some extent negotiated</p><p>　　The manner in which teachers impose their will varies. The most direct

17、ive, didactic lecturers speak in an authoritative manner which indicates that they expect to be obeyed. Some may be less assertive but achieve their dominance by being the guru. Here force of personality or charisma, ens

18、ures that the students are maintained in a subjugated position. This can be a very powerful form of control that some of the most influential teachers have possessed. Some exercise their power through teaching </p>

19、<p>　　The exercise of power in these ways is neither necessarily good nor bad. Indeed such valuable judgments about the power of teachers are almost always contested-though this is not publicly acknowledged in the

20、 recent rush towards identifying excellence in teaching.</p><p>　　< Higher Education Research and Development ></p><p>　　Visiting Research fellow University of Plymouth Vol.3, 2002</p&g

21、t;<p>　　David Gosling</p><p><b>　　外文文獻翻譯譯文</b></p><p>　　高等教育中五方面關(guān)于教師和學(xué)生的微權(quán)力關(guān)系</p><p><b>　　大衛(wèi)·高斯林</b></p><p>　　摘要:近些年來，在文獻資料上很少有關(guān)于教師和

22、學(xué)生之間權(quán)力關(guān)系的討論和研究。事實上，也有意見表明，近段時間，高等教育中的老師的地位正在逐步喪失其原有的權(quán)力。這樣的轉(zhuǎn)變不僅僅只是社會提倡的“學(xué)生中心論”的理念要求，同時也是因為學(xué)生現(xiàn)在更多的時候被視為所謂的消費者，而不僅僅只是學(xué)生這樣一種單純的概念。本文以福柯關(guān)于權(quán)力的解說作為開始，并且將其作為進一步發(fā)展從而研究高等教育中教師(包括課程專家，課題研究制定者，課程計劃者)以及一些顧問等所使用的權(quán)力的微觀技術(shù)。波特爾曾介紹過一種五角度的教

23、學(xué)框架，旨在審查權(quán)力是在不同的教學(xué)和學(xué)習(xí)制度中實行不同的方式。</p><p>　　在二十世紀的60和70年代，學(xué)術(shù)領(lǐng)域中的權(quán)力關(guān)系是一個非常流行的話題，但近些年來，關(guān)于教與學(xué)的權(quán)力關(guān)系卻很少在文獻資料中被討論到。權(quán)力通常被認為是在某些特定的不利的情況下產(chǎn)生，如性別，種族，階級，殘疾，性取向等方面。關(guān)于權(quán)力在教學(xué)關(guān)系中的探討尚未有任何大的程度的進展，同時，“以學(xué)生為中心”的辦法，廣受歡迎，似乎意味著權(quán)力的轉(zhuǎn)移更有

24、利于學(xué)生。</p><p>　　近年來，學(xué)生應(yīng)被視為“高等教育的消費者”的理念似乎也暗示著講師的權(quán)力的縮減。莫理曾引用過一位講師的話“你所在的位置讓你不能拒絕關(guān)于學(xué)生的任何事，你也知道你不能拒絕。如果你的學(xué)生在一天中的任何一個時間叩響你的門，你必須很禮貌地說‘請進，請問我有什么可以幫助你的嗎？’”。這位講師所表達的無力感實際上隱含著更復(fù)雜的事實。這種事實是：教師和學(xué)生在行駛權(quán)力的方式是不同的，復(fù)雜的。本文，筆者將

25、探求教師對于他們的學(xué)生行使權(quán)力的一些方式。在論述一些對權(quán)力的一般性意見之后，我將思考不同方式的教學(xué)意味著與學(xué)生之間各種的權(quán)力關(guān)系是如何不同的。</p><p>　　讓我們來研究下影響教師和學(xué)生之間權(quán)力分配的一些因素</p><p>　　教師意味著“專家”：權(quán)力與知識的關(guān)系，在此討論中是一個重要的因素，因為不同方式的“政權(quán)的真理”影響著高等教育中教師的威信。這也被?？聫V泛地討論。對于學(xué)生的權(quán)

26、力行使程度是由教師對于卓越的知識的主張來確定的。在何種程度上行駛這項權(quán)力是由兩方面決定的：教師對于知識的見解和他們的教學(xué)理念。關(guān)于這一點，我們稍后再談。但是對于分類，無論是強是弱，通常決定著權(quán)力關(guān)系。甚至在框架體系較弱的有爭議的知識領(lǐng)域，教師也是憑借他們對于問題本性的理解行使權(quán)力。例如一個英國的后現(xiàn)代講師，可以質(zhì)疑傳統(tǒng)文學(xué)批評的性質(zhì)。但也希望他們的學(xué)生在對他們自己所理解的概念框架作出定義。談?wù)撘恍┞闊┑闹R援引伊格爾的關(guān)于語言作為一種“

27、雜亂無限延伸的網(wǎng)絡(luò)，那里存在著持續(xù)的觀點、思想的交流和元素循環(huán)，那里的元素都不是絕對地定義，一切都是通過其他的事物被追蹤和趕上?！?lt;/p><p>　　雖然如此，在沒有明確的知識體系的領(lǐng)域，它仍然可能是這樣的……思維方式和實踐構(gòu)成一個關(guān)鍵的閾值函數(shù)。當(dāng)一個講師，聲稱“我們必須向?qū)W生灌輸接受成功的事物的觀念，這樣的事物是我們臨近分析的基本方式”。這被邁耶和蘭德所引用。</p><p>　　教

28、師意味著學(xué)習(xí)任務(wù)的設(shè)計者：講座對于創(chuàng)造學(xué)生的學(xué)習(xí)環(huán)境，一種學(xué)生認識自己并且設(shè)計出預(yù)期被希望的學(xué)習(xí)任務(wù)的環(huán)境，是具有重要意義的。成為一名好的教師更大程度上是作一位理想的學(xué)習(xí)任務(wù)設(shè)計者和一位敏感的讓學(xué)生參與的促進者。學(xué)生經(jīng)常不按照導(dǎo)師所希望的做，只表明講座的力量是有限的，其需要做一定程度的談判商定。但是，講師通常決定任務(wù)的性質(zhì)，比如，聽一個講座，觀察一個示范演示，承擔(dān)一項小組任務(wù)，從事一個專題討論。對于這些，學(xué)生對于他們所要的任務(wù)的范圍程度

29、的權(quán)力都是很有限的，盡管在有些情況下，學(xué)生會行使集體聯(lián)合的權(quán)力抵制教師的指示。</p><p>　　教師以何種方式將自己的意愿強加于學(xué)生是不同的。最直接教誨的講師會以一種權(quán)威的說話方式告知，希望你可以遵從他的意思。一些講師也許沒有那么斷定，但是通過作為“領(lǐng)袖”來確定自己的優(yōu)勢。這就需要人格魅力或感召力，確保學(xué)生在一個被征服的地位得以維持。這是一種非常有力量的控制方式，一些最有影響力的教師是必須具備的。一些教師通過

30、表演式的教學(xué)，充斥著敘事性的講述、趣聞、玩笑的講座來行使他們的權(quán)力。但是，同樣的，相反的形式，退位的結(jié)構(gòu)，也是行使權(quán)力的方式。同樣強大的講師是那些將“簡單”、“案例研究”或“項目”呈現(xiàn)給學(xué)生，然后在學(xué)生闡釋他們自己的觀點，感知怎樣能得分的時候缺席的講師。一些“權(quán)力的技術(shù)”，如?？滤Q的要求面對面的交流。但是一些所謂的電子學(xué)習(xí)，也能同樣地控制好學(xué)生。事實上，電腦主宰的學(xué)習(xí)方式相比于傳統(tǒng)導(dǎo)師主持的學(xué)習(xí)方式而言，跟學(xué)生的聯(lián)系更緊密以及要求學(xué)生