基于符号互动理论的课堂直观教学创新探究  

Exploring the Innovation of Classroom Intuitive Teaching Based on Symbolic Interaction Theory

作　　者：陈祖国 CHEN Zu-guo(School of Education Science,Liaocheng University)

机构地区：[1]聊城大学教育科学学院,山东聊城300387

出　　处：《教育理论与实践》2021年第25期60-64,共5页Theory and Practice of Education

摘　　要：课堂直观教学过程是符号互动的一种基础表现形式。在课堂中,教师身份、教学内容、教学媒介以及课堂教学活动作为互动符号构成了直观教学的基础要素。符号互动着重表现在师生互动行为的产生、互动过程的体现以及互动价值的创造。符号互动理论融入课堂直观教学,以加深记忆理解为目的,以降低学习成本为关键,以完善可视知识为核心。基于符号互动理论,形成以语言直观、情境直观、实物直观和模像直观为基础的多层次、全方位的课堂直观教学创新思路,对于课堂直观教学价值的实现和效果的提升具有重要的实践意义。Classroom intuitive teaching process is a basic expression of symbolic interaction.In the classroom,teacher identity,teaching contents,teaching media and teaching activities together constitute the basic elements of intuitive teaching as interactive symlwls.Symbolic interaction focuses on the generation of teacher-student interactive behaviors,the representation of interactive process and the creation of interactive values.The integration of symbolic interaction theory into the classroom intuitive teaching aims at deepening memory and understanding,takes the reduc­tion of learning costs as the key,and puts the perfection of visual knowledge at the core.Based on the symbolic inter­action theory,a multi-level and all-round innovative idea of classroom intuitive teaching based on linguistic,contextu­al,physical and modal intuition is of great practical significance for the realization of values and the improvement of classroom intuitive teaching effects.

关 键 词：符号互动理论 课堂直观教学 师生互动 语言直观 情境直观 实物直观 模像直观 

分 类 号：G40-03[文化科学—教育学原理]