课堂情境中学生的角色危机与规避  

The Crisis and Avoidance of Student Role in Class Situations

作　　者：段冰[1] 

机构地区：[1]宁波大学教师教育学院,浙江宁波315211

出　　处：《教育理论与实践》2015年第1期61-64,共4页Theory and Practice of Education

基　　金：教育部人文社会科学研究项目<教育实践对教师成长的阶梯性效能研究>(项目批准号:11YJA880019)的阶段性研究成果

摘　　要：课堂情境不仅是学生获取知识的课堂生活空间,更是学生通过角色扮演习得角色期望并履行角色义务的特定社会结构。课堂情境中的学生角色扮演并非教师的指派与控制,而是学生对角色"经由自我"的认同与内化。课堂情境中的角色意识异化、角色势力失衡以及角色空间狭隘势必会导致学生的角色危机,表现为角色认同危机、角色信任危机和角色协商危机。学生角色危机规避策略包括规避角色分配制度、规避角色控制过程以及规避角色自动化结果三个方面。Class situation is not only life space in the classroom, but also specific social structure in which students could obtain role expectations and carry out role obligations through the role play. Students＇ role-play in class situation is not necessarily assigned and controlled by teachers, rather it should be a process of recognition and internalization by stu- dents＇ autosuggestion. The sense dissimilation, power imbalance and space confined of student role in class situation will lead to the role crisis which is reflected in the crisis of role identity, role trust as well as role negotiation. The strategy of avoiding crisis is supposed to take necessary measures to avoid the system of role assignment, the process of role control and the result of role automation.

关 键 词：课堂情境 学生角色危机 规避 

分 类 号：G420[文化科学—课程与教学论]