课堂隐性文化与师生交往:影响、问题与建议  

Implicit Classroom Culture and Teacher-student Communication:Influence,Problems and Suggestions

作　　者：赵恕敏[1] 秦弦[2] 纪德奎[2] 

机构地区：[1]天津师范大学教师教育学院 [2]天津师范大学教育科学学院,天津300387

出　　处：《教育理论与实践》2014年第9期61-64,共4页Theory and Practice of Education

基　　金：天津市哲学社会科学规划课题<隐性课堂教学文化对师生交往的影响研究>(课题编号:TJJX11-100);教育部人文社会科学规划项目<城乡教育一体化进程中乡村学校文化适切性问题研究>(项目编号:11YJA880036)的研究成果

摘　　要：课堂隐性文化是课堂文化结构的重要组成部分,对师生交往理念、交往方式、交往内容和交往目的等均会产生一定的影响,导致师生交往对象出现盲区、交往方式单一、交往内容非生活化、交往目的意向化等系列问题。它与课堂显性文化在功能方面混乱难以区分,在作用方面呈现背离与冲突,成为隐匿的负面文化的载体。加强方法论学习与深化课堂研究,凝聚利于师生交往的隐性文化场境,构建符合师生交往规律的隐性文化运行机制,可以实现课堂隐性文化的正向功能最大化。Implicit classroom culture is an important part of the structure of classroom culture. It influences the ideas, styles, contents and goals of teacher-student communication, resulting in a series of problems such as the blind zone of communication targets, the single communication style, the non-life communication contents, the intentional communica- tion, etc. Due to the confusing functions, it is difficult to distinguish implicit classroom culture from explicit classroom cul- ture. Implicit classroom culture and explicit classroom culture are deviating and conflicting in their roles, becoming the car- riers of hidden and negative culture. In order to maximize the positive function of implicit classroom culture, it is necessary to strengthen the study of methodology and deepen the classroom research, to build the implicit culture field conducive to the teacher-student communication and to construct the mechanism of implicit culture in accordance with the rules of teacher-student communication.

关 键 词：课堂隐性文化 师生交往 课堂文化结构 

分 类 号：G420[文化科学—课程与教学论]