教育理论与实践

课堂隐性文化是课堂文化结构的重要组成部分,对师生交往理念、交往方式、交往内容和交往目的等均会产生一定的影响,导致师生交往对象出现盲区、交往方式单一、交往内容非生活化、交往目的意向化等系列问题。它与课堂显性文化在功能方面混乱难以区分,在作用方面呈现背离与冲突,成为隐匿的负面文化的载体。加强方法论学习与深化课堂研究,凝聚利于师生交往的隐性文化场境,构建符合师生交往规律的隐性文化运行机制,可以实现课堂隐性文化的正向功能最大化。

Implicit classroom culture is an important part of the structure of classroom culture. It influences the ideas,styles, contents and goals of teacher-student communication, resulting in a series of problems such as the blind zone of communication targets, the single communication style, the non-life communication contents, the intentional communication, etc. Due to the confusing functions, it is difficult to distinguish implicit classroom culture from explicit classroom culture. Implicit classroom culture and explicit classroom culture are deviating and conflicting in their roles, becoming the carriers of hidden and negative culture. In order to maximize the positive function of implicit classroom culture, it is necessary to strengthen the study of methodology and deepen the classroom research, to build the implicit culture field conducive to the teacher-student communication and to construct the mechanism of implicit culture in accordance with the rules of teacher-student communication.