Generative Mechanisms of Classroom Silence and the Path of Avoidance  

作　　者：Minmin Xie Huanhuan Luo Wenhao Yao 

机构地区：[1]South China Normal University,Guangzhou 510006,Guangdong Province,China

出　　处：《Journal of Contemporary Educational Research》2022年第12期23-29,共7页当代教育研究（百图）

摘　　要：Classroom silence is complex and discrete problem.It affects the overall teaching and learning quality as well as the high-quality development of both teachers and students.Avoiding classroom silence is a highly dynamic and valuable learning process.This study explores the ecological logic of classroom silence of both teachers and students based on the connotation of classroom silence and deconstructs the endogenous and exogenous mechanisms of classroom silence from the perspectives of escape culture and the continuity theory.Following that,we construct a new model of interaction for elementary school classroom,which includes optimizing the teaching evaluation tools,creating a multidimensional physical technology environment,and fostering an interactive culture of returning to the classroom,so as to promote the overall classroom effectiveness.

关 键 词：Classroom silence Escape culture Continuity theory 

分 类 号：H31[语言文字—英语]