沉默的教育意义:学生课堂“知而不答”的现象学反思  

The Educational Significance of Silence: A Phenomenological Reflection on Students’ “Knowing but Not Answering” in Classroom

作　　者：卢雨琪 

机构地区：[1]宁波大学教师教育学院,浙江 宁波

出　　处：《创新教育研究》2024年第8期418-423,共6页Creative Education Studies

摘　　要：在现实教学中,学生往往在课堂内出现沉默的现象。这种现象值得教师探究其原因及解决路径。文章基于现象学,对某教师的公开课进行描述,并依据视频对课堂中学生沉默的现象进行分析,并提出解决策略。旨在重塑教师对课堂沉默的认识,反思自己的课堂行为,提高教学质量。In real teaching, students are often silent in the classroom. This phenomenon deserves to be explored by teachers for its causes and solutions. Based on phenomenology, this paper describes a teacher’s open class, analyzes the phenomenon of students’ silence in the classroom based on the video, and proposes a solution strategy. It aims to reshape teachers’ understanding of classroom silence, reflect on their own classroom behavior, and improve the quality of teaching.

关 键 词：课堂沉默 课堂提问 教学评价 

分 类 号：H31[语言文字—英语]