- 學位論文
從羅蘭巴特（R. Barthes）的符號學解讀「零體罰政策方案」的意義
Interpreting the Meanings of the“Zero Corporal Punishment Policy Program” from the View of Roland Barthes’Semiotics
摘要
2006年12月12日教育部公布實施「零體罰政策方案」，希望改善我國教育現場中的體罰現狀，達成營造友善校園的目標；但從報紙中得知，學界、老師、學生及諸多家長有不同的意見。有鑑於此，本研究引用巴特（R. Barthes）的符號學作為理論基礎。 本文將「零體罰政策方案」視為一個被人符碼化的符號，進而解讀其意義結構，其中包含語言層面的直接意指和神話層面的三種文化意義，分別是含蓄意指、迷思與象徵。本文肯定「零體罰政策方案」的直接意指，但質疑該方案的配套措施是否成熟，至於該方案的文化意義，本文偏向於認為象徵多於含蓄意指與迷思。其中之一的象徵意涵尤其值得重視，亦即，教師一方面應多參與進修，另一方面也應努力提升專業能力。
並列摘要
The Zero Corporal Punishment Policy Program was put into effect by Ministry of Education on December 12th, 2006. The Program aims to improve the Friendly Campus Project. However, it is known from the newspaper that there are different voices regarding this issue from education field, teachers, students and parents. With respect to it, this thesis employs semiotics of R. Barthes to be a theoretical foundation. This thesis regards the“ Zero Corporal Punishment Policy Program”as an encoded sign, and therefore scrutinizes its meaning-structure. Its meaning-structure includes denotation on the language level and three cultural meanings (connotation, myth and symbol) on the mythology level. In this thesis, the denotation of the“Zero Corporal Punishment Policy Program”is appreciated, but the maturation of its related environment is interrogated. And concerning the cultural meanings of the “Zero Corporal Punishment Policy Program”, this thesis inclines towards symbol more than connotation and myth. Among these statements in the symbol, such a point is particularly worth mentioning, which teachers should on one hand have greater participation in the advanced course and, on the other hand, strive for professional ability.