Anthony Giddens結構行動論及其對教育的啟示
摘要
本研究旨在探討Anthony Giddens的結構行動論，以及它對教育的啟示。全文採用理論分析法，並依以下步驟逐漸完成論文。
一、 追蹤結構行動論發展的理路。從三個面向來看，分別是Giddens的社會學生涯、二次大戰後社會學的發展及Giddens對正統共識的批判，第三個面向則是Giddens如何融合不同的理論思想以成就結構行動論。
二、 分析結構行動論的重要主張。也是分成三個層面，方法論部分、理論內涵部分與實質理論部分。
三、 紹述學者對結構行動論的正反評價。其中包括Giddens的回應，並提出本文的觀點。
四、 探討結構行動論對教育理論、教育實際（特別著重在師生互動方面）的啟示，並說明它應用到教育上的可能限制。
五、 根據以上的考察，做成結論並提出對未來相關研究的建議。
簡要來說，本研究的發現如下：
一、 師生互動是規範約束、控制辯證、意義共構的歷程。易言之，師生的互動歷程中，包括了道德的、權力的、意義的元素。
二、 師生的論說意識與實踐意識均有重要性。師生雙方的行為有很多不可言喻的部分，彼此應該在互相尊重的前提下，進行溝通。尤其是教師，應該言傳身教並重。
三、 師生均追求本體安全感。師生互動中有許多例行性活動，因為例行化，所以可預測性高。師生即由此取得安全感，並建立身份認同。
四、 師生皆應養成反思的習慣。教師的工作繁忙，如果沒有隨時的反思，恐怕事倍功半，在焦頭爛額之際，心情起伏大，容易與學生發生衝突。學生正值青春期，脾氣本來就不穩定，加上功課壓力大，與教師的相處也有問題。是以，教師、學生均應養成反思的習慣，隨時反省自己。如此才能減少錯誤，提高辦事效能。同時也降低師生之間的緊張。
五、 師生應合力找出學校中結構與行動的一體兩面性。學校結構不只會限制學生的行動，還可以促成學生展開合理的行動。只是學生往往無法察覺結構的促成面，對學校心生排斥。是以，教師應與學生共同合作，找出結構與行動的一體兩面。
六、 師生衝突與結構矛盾沒有必然的關係。師生對立的情感，係屬無可避免，但這是結構上的矛盾，不一定會產生實際的衝突。師生應加強溝通，瞭解彼此的期望與處境，才能建立良好的師生關係。

Anthony Giddens’ Structuration Theory and Its Implications for Education
Abstract
This study carries out a comprehensive investigation of Anthony Giddens’ structuration theory on the one hand, and a reflexive elaboration of its implications for educational on the other. To accomplish these ends, this study proceeds with the following steps:
1. Grasp the main threads of structuration theory by gathering up Giddens’ academic backgrounds, criticism of orthodox consensus and synthesis of divergent theoretical approaches.
2. Look into structuration theory methodologically, theoretically and substantively.
3. Assess structuration theory by reference to critics’ evaluations and Giddens’s responses.
4. Interpret the implications of structuration theory, with its limits included.
5. Based on the above findings, submit suggestions to future researchers.
After thorough examinations of structuration theory, the following conclusions are secured:
1. Giddens’ synthesis of diverse theoretical traditions has a lot to do with his academic background, while his promise to overcome the dualism of agency and structure does with the current of thought after the second world war.
2. The duality of structure being its core concept, structuration theory attempts to picture the often subtle and delicate interlacing of agency and structure.
3. Whether structuration theory succeeds at the integration of agency and structure is still in debate, though, Giddens’ efforts are worthy of praise and respect.
4. Despite its shortcomings, structuration theory does have profound implications for educational theorization and practice as follows:
(1) In theorization
I. Educational theorization should work on the problem of dualism of agency and structure.
II. Educational theorization should put symmetrical emphases on both time and space.
III. Educational theorization should take double hermeneutics into account.
(2) In practice (with special focus on student-teacher interactions)
I. Student-teacher interactions are processes closely related to sanctions, power and communication.
II. Discursive consciousness and practical consciousness are of equal significance for teachers as well as students.
III. Both students and teachers look after ontological security.
IV. Both students and teachers should develop the habit of reflection.
V. Teachers and students have to work together to penetrate duality of agency and structure in school.
VI. Structural contradictions do not necessarily cause student-teacher conflicts.

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