静悄悄的课堂:学生沉默及其教育应对  

The Silent Classroom: Student Silence and Its Educational Response

作　　者：陈南 CHEN Nan(School of Education Science;Research Institute of Chinese Education Reform and Development,Nanjing Normal University,Nanjing 210097)

机构地区：[1]南京师范大学教育科学学院,南京210097 [2]中国教育改革与发展研究院

出　　处：《教育研究与实验》2023年第6期50-58,共9页Educational Research and Experiment

基　　金：国家社会科学基金2022年度教育学重大课题“新时代教育公平的国家战略、推进策略与社会支持研究”(VGA220002)的研究成果。

摘　　要：学生沉默是当前课堂教学中的一个典型现象,关系到课堂参与、班级建设、教学策略等多个重要领域。实践中,课堂沉默表现出诸多意义和功能,既彰显出学生表达身体技术的资本力量,又将导致师生付出代价未知的时间、机会和风险成本。从社会学角度看,课堂沉默看似社会互动的中断,实则承载着丰富的社会意涵,通过明确学校的社会功能及其“确认机制”,可以尝试从前后承接的“动机-勇气-能力”三个维度对其进行考察。课堂参与是沉默与发声的统一体,发挥沉默的积极功能、鼓励多样的课堂参与,有必要形成积极沉默的学习策略、树立深度对话的教学理念、构建竞争合作的良性轨道以及营造多元开放的文化环境。Student silence is a typical phenomenon in current classroom teaching,which is related to multiple important fields such as classroom participation,class construction,and teaching strategies.In practice,classroom silence shows many meanings and functions,which not only highlights the capital power of students to express physical technology,but also leads to teachers and students paying unknown time,opportunity,and risk costs.From the perspective of sociology,classroom silence seems to be the interruption of social interaction,but it is actually loaded with rich social connotations.By clarifying the social function of the school and its“confirmation mechanism”,we can try to investigate it from the three dimensions of“motivation-courage-ability”.Classroom participation is the unity of silence and vocalization.To unleash the positive function of silence and encourage diverse classroom participation,it is necessary to form a learning strategy of positive silence,establish a teaching philosophy of deep dialogue,build a healthy track of competition and cooperation,and create a diverse and open cultural environment.

关 键 词：学生沉默 课堂参与 身体与社会 教学社会学 

分 类 号：G424[文化科学—课程与教学论]