Study On Teacher Micro-power From The Perspective Of Intellectual Field

Teacher power is a vital issue of educational science research, which runs through the process of teaching activities and relationship between teachers and students. In recent years, with widely used of Foucault and Bourdieu’s “micro-power theory”, teacher micro-power(TMP) has become one of the research hotspots. But generally speaking, most of researches on TMP were induction of humanities and social sciences’ concept. Thus a systematic study on TMP from the perspective of education is required.Based on Foucault and Bourdieu’s “micro-power theory” as well as education theory, this thesis carries out theoretical research and quantitative analysis of TMP. At the theoretical level, it explicates the relation between intellectual field theory and TMP. Then the concept, connotation and characteristics of TMP have been intensively studied. It suggests that teacher micro-power(TMP) a kind of relation based on intellectual field theory, which exists in the relationship between teachers and students. It means a sort of bottom-top relational power, spontaneous disciplinary power and concealed discourse power. At the empirical level, the indices system of TMP measurement has been established. Then by applying the questionnaire survey and factor analysis, it analyzes each dimension of middle school teacher micro-power from the students’ perceptions. Results indicate that: Among the dimension of TMP, disciplinary power has been the most important component and followed by relational power and discourse power.In conclusion, the study on TMP would be conducive to broaden the horizons and fields of teacher power research, and suggesting that building a new intellectual field, constructing reasonable discourse system and establishing harmonious relationship between teachers and students would propel the teacher micro-power’s operating much more human-oriented, regularly and effectively.