教学互动中隐性影响因素的剖析与控制  

Analysis and Control of the Invisible Factors Influencing Teaching Interaction

作　　者：安永泉[1] 王艳红[1] 景宁[1] 陈友兴[1] AN Yong-quan;WANG Yan-hong;JING Ning;CHEN You-xing(School of Information and Communication Engineering,North University of China,Taiyuan,Shanxi 030051,China)

机构地区：[1]中北大学信息与通信工程学院,山西太原030051

出　　处：《教育教学论坛》2024年第47期9-12,共4页Education And Teaching Forum

基　　金：2022年度中北大学教学改革项目“基于云服务器的开放式动态学情平台——‘中北光’科教App开发与实现”(2022180);2024年度山西省研究生教育创新计划在线精品课程“光学仿真技术”(2024ZX10)。

摘　　要：“教学相长”的理念最早出现在《礼记》中,是教学的最高境界。教学互动决定了知识的发送接收、情感和人文思想的传递,最终影响着学风和校风,教师和学生都在其中获得成长。通过对影响教学互动的隐性因素进行定义与分类,将课堂交流中的噪声分为语义学噪声和内外部感觉分散,将人际沟通中的滤波现象分为选择性过滤、思想漫游、刻板印象和社交恐惧,将师生之间的非语言沟通分为自发和主动两大类,并进行了详细剖析和举例。最后提出了基于此的宏观评估建议,以智慧地引导和帮助师生双方达到更好的教学效果。The idea“teaching and learning reinforce each other”first appeared in the Book of Rites.This is the highest level of our teaching.Teaching interaction determines the transmission and reception of knowledge,emotions and humanistic ideas.These ultimately affect the style of learning and school spirit.Both teachers and students grow in it.This paper defines and classifies the invisible factors that affect teaching interaction.The noise in classroom communication is divided into semantic noise and internal and external sensory dispersion.Filtering phenomena in interpersonal communication can be divided into selective filtering,wandering,masking and social fear.Non-verbal communication between teachers and students can be divided into two categories:spontaneous and active.Detailed analysis and examples are given.Finally,macro-evaluation suggestions were put forward to guide and help both teachers and students to achieve better teaching results.

关 键 词：教学互动 噪声 滤波 非语言沟通 评估 

分 类 号：G645[文化科学—高等教育学]