课堂参与视域下学生沉默的内涵审视、价值意蕴与有效应对  

Connotation Review, Value Implication and Effective Response on Classroom Silence

作　　者：李茂森[1] 曹琪婷 LI Maosen;CAO Qiting(School of Teachers′Education,Huzhou University,Huzhou,Zhejiang,313000,China;Huzhou Dongfeng Primary School Education Group,Huzhou,Zhejiang,313000,China)

机构地区：[1]湖州师范学院教师教育学院,浙江湖州313000 [2]湖州市东风小学教育集团,浙江湖州313000

出　　处：《教育与教学研究》2024年第10期40-50,共11页Education and Teaching Research

基　　金：浙江省教师教育创新实验区第二批建设项目“自学·互学·共学:‘学为中心'的教师教育课程教学模式改革研究与实践”(编号:浙教办函[2022]200号)。

摘　　要：从课堂参与的视域出发,需要明晰学生沉默作为参与的积极属性,承认沉默是学生自主选择的行为方式,以及改变“去沉默化”课堂的实践偏离。将课堂沉默区分为游离于课堂教学之外的非参与性沉默和以积极的状态投入学习的参与性沉默,对于激发学生深度学习、保证课堂对话真实性、实现课堂教学互动质量与公平具有重要价值。为充分发掘和有效应对参与性沉默,教师应树立正确课堂沉默观,革新课堂参与理念;提高课堂沉默区分力,丰富课堂参与结构;给予学生沉默的空间,提升课堂参与质量。From the perspective of classroom participation, it is necessary to clarify the positive attribute of students′ silence as participation, admit that silence is the behavior mode that students choose independently, and change the practice deviation of a ″de-silencing″ classroom.Classroom silence can be divided into ″nonparticipating silence″ which is free from classroom teaching, and ″participatory silence″ which is engaged in learning in an active state.It is of great significance to stimulate students′ deep learning, improve the authenticity of classroom dialogue and promote the quality and fairness of classroom teaching interaction.To fully explore and effectively deal with participatory silence in classroom, teachers should establish a correct concept of classroom silence and reform the concept of classroom participation;improve the ability to distinguish classroom silence and enrich the structure of classroom participation;give students silent space which can improve the quality of classroom participation.

关 键 词：课堂参与 学生沉默 参与性沉默 对话 

分 类 号：G420[文化科学—课程与教学论]