互动仪式链理论视域下课堂“边缘人”的形成机理与转化策略  

The Formation Mechanism and Transformation Strategy of"Marginalized Man"in the Class from the Perspective of Interactive Ritual Chain Theory

作　　者：李卯[1,2] LI Mao(School of Educational Science,Anhui Normal University;Educational Theory Editing Office,People's Education Press,Wuhu1241000)

机构地区：[1]安徽师范大学教育科学学院 [2]人民教育出版社教育理论编辑室,芜湖241000

出　　处：《教育研究与实验》2024年第4期97-106,共10页Educational Research and Experiment

基　　金：国家社会科学基金2022年度教育学重点课题“省域优质均衡发展的基本公共教育服务体系构建研究”(AFA220019)的研究成果。

摘　　要：“边缘人”在课堂上看似“在”实则“不在”,往往沉浸在自己的世界之内,游离课堂情境之外,湮没群体生活之中,主动或被动地成为可有可无的“失语人”。依循情感社会学的互动仪式链理论,共同焦点的日渐缺失,互动节奏连带的衰弱以及符号资本交换的设限是课堂“边缘人”形成的主要原因。为此,重塑有吸引力的课堂情境,提高“边缘人”主动参与意愿;建立真挚的情感交流链,聚集“边缘人”高端情感能量;构建共享的学习共同体,实现“边缘人”群体身份归属是课堂“边缘人”实践转化的可选策略。Based on the micro-sociology,"marginal people"in the class seems"in"but"not in",often immersed in their own world,outside the class situation,invisible in group life,active or passive become dispensable"aphasic person".Taking the interactive ritual chain theory of the sociology of emotion as a new analytical perspective,the lack of common focus,the weakening of the interactive rhythmic chain,and the restriction of symbolic capital exchange are the main reasons for the formation of"marginalized people"in the class.To this end,it is necessary to reshape the attractive class situation to improve the willingness of the"marginal man"to participate actively;to establish a sincere emotional communication chain to gather the high-end emotional energy of the"marginalized";to construct a shared learning community to realize the group identity belonging of the"marginalized"is an optional strategy for the practical transformation of the"marginalized"in the class.

关 键 词：互动仪式链 课堂“边缘人” 课堂情境 情感能量 符号资本 

分 类 号：G424[文化科学—课程与教学论]