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摘要

本篇出處 教育研究 16 2008.06[民97.06] 頁211-222
篇名 伯恩斯坦的符碼理論與其對教育的啟示
作者 王怡如
中文摘要   英國教育社會學家伯恩斯坦(Basil Bernstein)的符碼理論,已在教育社會學領域受到廣泛的研究與討論。 身為教育社會學領域的重要代表人物之一,伯恩斯坦窮盡畢生精力,以符碼為核心,提出分類與架構的理念來分析社會與教育現象背後所運涵的權力分配與社會控制原則。 本文藉由探討伯恩斯坦的符碼理論,提供教育現場重視文本知識的傳遞方式,更為提醒社會大眾對符碼進一步的瞭解,領悟言說符碼的內在意義,正確運用符碼的類型,提升批判教育學的精神,增進社會上的教育公義,為教育上重要的啟示。
英文摘要   As British sociologist of education, Basil Bernstein, his code theory has been extensively studied and discussed in the field of educational sociology. To be one of the most significant scholars, Bernstein devotes all his own life to analyze the scene beyond social and educational phenomena through the mechanism of classification and framing, which are implied the distribution of power and the principle of social control. This article explored Bernstein's code theory that implied to educate all educational members to attach great importance to the transmission of knowledge and text, admonish multitude to take further apprehension on the internal meaning of codes and speech codes and use appropriate type of codes correctly, advance the consciousness of critical pedagogy and enhance educational justness of society.