中小学教师如何理解“教师科研”：话语、身份与权力

How do Primary and Secondary School Teachers Perceive Teacher Research?

借用费尔克拉夫的批判性话语分析作为框架与方法，本研究对中小学教师撰写的关于教育科研活动的结题报告进行深入的文本分析。研究发现，教师对“研究问题”“理论依据”“研究方法”“研究活动与过程”与“研究成果”的话语论述具有独特性，这反映了教师对教师科研活动的独特理解。教师对其所参与的教育科研活动的话语论述是三种要素的糅合，并分别暗含教师科研活动中教师的三种身份定位：“政策／管理要素—政策执行者”、“学术／理论要素—教育研究者”、“实践要素—教学实践者”。这一独特的话语论述与教师的多重身份定位，实则反映出教师科研活动中，管理者与教师、专家与教师之间的权力关系。

This study conducted in-depth analysis on teacher research project reports written by fron--line teachers in primary and second schools， using Norman Fairclough，s Critical Discourse Analysis (CDA) as the analytical framework. The findings show that teachers，discourse about research questions， theoretical foundation， research methods， research activities and process， and research outputs was unique. In other words， their perceptions towards teacher research were different from other researchers. Importantly，teachers，discourse about teacher research involved three different factors and implied three kinds of identities of teachers in teacher research，that is，political/managerial factor-policy lmplementers， academic/theoretical factor-educational researchers，and practical factor-teaching practitioners. The unique discourse and teachers，multiple identity actually reflected the power relations embedded with teacher re- search between teachers and the educational officials and experts.