社会互动理论视角下课堂信息反馈的缺失表征及重构路径  

The Missing Characterisation and Reconstruction Path of Classroom Information Feedback from the Perspective of Social Interaction Theory

作　　者：高杨 陈恩伦[1] GAO Yang;CHEN Enlun(College of Teacher Education,Southwest University,Chongqing 400715,China)

机构地区：[1]西南大学教师教育学院,重庆400715

出　　处：《成都师范学院学报》2024年第1期53-60,共8页Journal of Chengdu Normal University

基　　金：2018年度教育部人文社会科学研究项目(18YJC880023)。

摘　　要：课堂信息反馈作为教师和学生之间一种重要的信息交流手段,对学校的教育教学活动有着至关重要的作用,但在教学实践中普遍采用的以行为主义等传统理论为指导的课堂信息反馈方式早已不能适应并促进学生学习和教师教学水平的提高。社会互动理论为教学中的课堂信息反馈提供了新的研究视域。基于该理论分析发现:课堂信息反馈是师生基于一定社会符号交往的互动过程,这种师生互动有助于提高教学效果、提高学生学习效能。因此,在教学过程中教师要以学生为中心,保证课堂信息反馈的发展性;审视反馈过程中的干扰因素,提升课堂信息反馈的适切性;重视课堂内容的预设与生成,呈现课堂信息反馈的灵活性,以改善教学中课堂信息反馈的效果。Classroom information feedback,as an important means of information exchange between the teacher and students,plays a crucial role in the educational and teaching activities of schools,but the classroom information feedback approach guided by traditional theories such as behaviourism,which is commonly used in teaching practice,has long been unable to adapt to and promote students’learning and the improvement of teaching.Social interaction theory provides a new research perspective for classroom information feedback in teaching.Based on this theory,it is found that classroom feedback is an interactive process between the teacher and students based on certain social symbols,and this kind of teacher-student interaction can help to improve the effectiveness of teaching and promote students’learning.Therefore,in the process of teaching,teachers should take students as the centre to ensure the development of classroom information feedback,examine the interfering factors in the feedback process to improve the appropriateness of classroom information feedback,pay attention to the presetting and generation of classroom content,presenting the flexibility of classroom information feedback,in order to improve the effect of classroom information feedback in teaching.

关 键 词：信息反馈 反馈过程 社会互动理论 教学过程 课堂内容 符号互动理论 师生互动 

分 类 号：G420[文化科学—课程与教学论]