摘要
课堂发言是一种外化和表达,对学习具有积极的促进作用。但我国本科生倾向于在课堂上保持沉默,较少主动提出和回答问题。对H大学本科生的访谈调查结果显示,从学生的视角来看,课堂发言的主要障碍包括课堂沉默的习惯,课堂发言的顾虑,不充分的课堂发言准备,不善于给学生创造课堂发言机会的教师,不易于引发学生课堂发言兴趣的课程等。据此,可建构一个基于学生视角的课堂发言障碍模型来解释我国本科生的课堂沉默现象。
As a kind of externalization and articulation, speaking in class has important educational functions. However, Chinese undergraduates tend to keep silent in class, and they seldom actively raise and answer questions. Based on qualitative data collected from un- dergraduates at H University, this research analyzed the categories and contexts of barriers to speaking in class. From the perspective of students, the results revealed the following five barriers： students＇ habit of class reticence, their anxiety about the risks of speaking, the in- sufficient preparation for speaking, instructors who are not good at providing necessary op- portunity for students to speak, and courses about which it is not easy for students to develop interest to speak. According to the results mentioned above, the research provided a speaking-in-class barrier model for explaining the causes of students＇ reticence from the perspective of students.
作者
雷洪德
于晴
阳纯仁
LEI Hong-de;YU Qing;YANG Chun-ren(School of Education, Huazhong University of Science ＆ Technology, Wuhan 430074, Chin)
出处
《高等教育研究》
CSSCI
北大核心
2017年第12期81-89,共9页
Journal of Higher Education
基金
国家社会科学基金(教育学)一般课题(BIA170190)
关键词
本科教学
课堂发言
课堂沉默
发言障碍
undergraduate teaching and learning
speaking in class
reticence in class
barrier to speaking
