教学体态语的再理解及其应用审思——基于符号互动理论的视域  

Re-understanding of Teaching Body Language and the Reflection of Its Application--From the Perspective of Symbolic Interaction Theory

作　　者：齐军[1] 徐霏 QI Jun;XU Fei(Faculty of Education,Qufu Normal University,Qufu Shandong,273165;Development Planning Division,Shandong Agricultural University,Taian Shandong,271018)

机构地区：[1]曲阜师范大学教育学院,山东曲阜273165 [2]山东农业大学发展规划处,山东泰安271018

出　　处：《现代基础教育研究》2024年第4期118-124,共7页Research on Modern Basic Education

基　　金：教育部人文社科规划项目“新时代乡村学校教育空间重构的价值指引及成效评估研究”(项目编号:23YJC880083)。

摘　　要：教学体态语是师生表达和交换信息的可视化符号系统。当前对教学体态语的理解存在互动维度缺失的问题,需要结合符号互动理论对其进行再理解。符号互动理论视域下的教学体态语应用存在“镜中我”意识不强、个体内生性缺失、动态调整性匮乏等问题。要解决这些问题,应不断认识“镜中我”,提升教学体态语的应用默契度;发挥“主我”内生性,形成教学体态语的个人风格;强化“客我”调整性,追求教学体态语的动态生成。Teaching body language serves as a visual symbol system for teachers and students to express and exchange information.Current understanding of teaching body language often lacks an interactional dimension,which necessitates reunderstanding through symbolic interaction theory.However,from this perspective,the application of teaching body language exhibits issues such as weak awareness of“looking-glass self”,insufficient personal endogeneity,and limited dynamic adaptability.To address these issues,teachers should constantly develop“looking-glass self”to enhance their tacit understanding of how to effectively use teaching body language;they should also foster the endogenous nature of“I”to form a unique personal style of teaching body language;and finally they should strengthen the adaptive“Me”to pursue dynamic generation in teaching body language.

关 键 词：符号互动理论 教学体态语 师生互动 

分 类 号：H31[语言文字—英语]