作 者: ;
机构地区: 华南师范大学教育科学学院
出 处: 《安庆师范学院学报(社会科学版)》 2009年第3期85-87,共3页
摘 要: 规训是福柯对其权力——知识理论建构的中心词。学校是规训技术的最初起源地之一,教育活动利用规训技术对学生的行为实现规范化和标准化。对学生行为实施的这种管制不是压制性的,而是借助于一套与正常状态联系在一起的标准和价值以及标榜着仁爱和科学的知识网络而发挥其作用。层级监视、规范化裁决和检查机制等规训技术在课堂领域有其适用性,并发挥着一定的正面作用。 The micro-power theory of Foucault analyzes the nature of power and how it operates from a new perspective. Foucault stated that with the productivity of power, it not only produced a tame body, but also knowledge. Discipline is a keyword in the Power-Knowledge theory. School was one of the places that discipline originated from. The strategies of discipline, such as level surveillance, standardized ruling and examination, are positively applicable in the classroom as well.