教师如何决定让谁发言?——基于戈夫曼拟剧论的视角  

On Teachers’ Decision-making in Inviting Students to Speak in Class—— From the Perspective of Goffman’s Dramaturgy

作　　者：郑艺璇 刘良华[1] Zheng Yixuan;Liu Lianghua

机构地区：[1]华东师范大学课程与教学研究所,上海200062

出　　处：《教育学术月刊》2022年第3期11-18,共8页Education Research Monthly

摘　　要：21世纪以来,世界各国的中小学课堂几乎都走上了课堂转型的道路,传统独白式的教学观念逐渐为对话式的教学观念所取代。课堂对话的普遍存在和学生间的个体差异,使得探究教师邀请学生发言这一日常教学行为背后潜在的决策依据成为一个微观却富有广泛现实意义的问题。本研究选取上海市一所公办小学的4位教师为对象,采取以视频为线索的焦点小组访谈法,并引入戈夫曼的拟剧论视角。研究发现,有效、公平、有序是受访教师们希望在课堂中创设并维持的三重情境定义。根据学生给出的三种显性的舞台提示,教师们至少呈现出八种因人而异的教学决策。教师根据想要促进的情境定义来“挑选合适的观众”,可能是教师邀请学生发言这一日常教学决策背后的潜在依据。Since the 21st century, classroom transformation appears in almost all primary and secondary schools around the world, in which the traditional teaching concept of indoctrination and monologue has gradually been replaced by dialogic teaching. The prevalence of dialogue in classrooms and the individual differences among students make it a microscopic but widely practical issue to explore the underlying rationale for teachers’ everyday decision-making in inviting students to speak. This study chose 4 teachers from a public primary school in Shanghai, and employed video-cued focus group interviews method and Goffman’s Dramaturgy perspective. The results showed that: effectiveness, equity and orderliness were the triple contextual definitions that the interviewed teachers wanted to create and maintain in their classrooms. Based on the three explicit stage hints given by the students, the teachers presented at least eight individual-specific teaching strategies. The underlying rationale behind teachers’ everyday decision-making in inviting students to speak in class might be teachers’ desire of“picking the right audience”according to the definition of the situation they want to promote.

关 键 词：教学决策 课堂发言 拟剧论 情境定义 课堂印象 

分 类 号：G424[文化科学—课程与教学论]