融合共生:多群体交互的班级建设共同体研究——基于H省6266个样本的调查  

Fusion Symbiosis:Research on Multi-group Interactive Class Building Community:Based on 6266 samples in H Province

作　　者：曹斯[1] 吴贤华[1] CAO Si;WUXianhua(Hubei Universityof Education,Wuhan 430205)

机构地区：[1]湖北第二师范学院,430205

出　　处：《教育科学研究》2024年第6期43-50,共8页Educational Science Research

基　　金：湖北省社科基金前期资助项目“教育数字化赋能湖北省义务教育强校提质的机制及路径研究”(23ZD104);湖北省级教学改革研究项目“教育数智化背景下师范生班级育人能力提升的实践研究”(2023495)的成果之一。

摘　　要：班级是学校开展教育教学活动的基本单位,教师、学生及家长等群体通过参与班级建设活动实现群体间的交往互动,形成复杂的班级建设共同体,而这又为班级建设提供了资源与动能。本研究从生态的视角和方法去审视班级建设,以大规模问卷调查为手段,聚焦于分析教师、学生及家长等多群体交互视角下的相互认知与评价,进一步梳理班级建设中多群体交互的脉络。从对H省6266个调查样本数据的分析来看,不同群体对班级建设中各个维度都有着不同的认知,这种差异化认知导致不同群体在交互过程中,容易因缺乏共识而产生认知和行为偏差,从而导致群体协作中的沟通不畅、合力缺失。基于调查结果,建议以理念引领、合力激发、评价创新等方式构建融合共生的班级建设共同体。Class is the grass-roots organization of the school to carry out education and teaching activities.Teachers,students,parents and other groups participate in class construction activities to achieve interaction among groups and form a complex class construction community,which provides resources and momentum for class construction.This study examines class construction from an ecological perspective and method.By means of large-scale questionnaire survey,it focuses on analyzing mutual cognition and evaluation from the perspective of multi-group interaction such as teachers,students and parents,and further sorts out the context of multi-group interaction in class construction.According to the analysis of 6,266 survey sample data in H province,different groups have different cognition on various dimensions of class construction than other groups.Such differentiated cognition leads to cognitive and behavioral deviations of different groups in the interaction process due to lack of consensus,which leads to poor communication and lack of joint force in group cooperation.Based on the survey results,it is suggested to build an integrated and symbiotic class construction community by means of concept guidance,joint stimulation,evaluation and innovation.

关 键 词：融合共生 多群体交互 班级建设共同体 班级生态 

分 类 号：G459[文化科学—教育学]