【摘要】 学生沉默是中国课堂教学中司空见惯的现象,学生沉默显性表现为课堂话语的缺失,隐性表现为学生思维、情感以及精神方面等更深层次的缺失。布迪厄经典"场域"的理论能够有效地折射出沉默的本质,根据"场域"理论,可以看出学生沉默是在场位置上,师生位置之间的悬殊决定了教师的话语权力,在场关系中师生处于控制与服从关系以及教师与学生角色认知惯习的落后合力引发的教学结果。应对课堂场域中的学生沉默现象,可以通过以下路径:正确使用教师话语权力,彰显学生主体性价值;转变教学方式,主动引导学生由"他治"走向"自治";瓦解落后的认知惯习,构建新型的师生角色认知。更多还原

【Abstract】 Students’ silence is a common phenomenon in Chinese classroom teaching. Students’ silence is manifested as the lack of classroom discourse, and the implicit performance is the deep level absence of students’ thinking, emotion and spirit. Bourdieu’s classical "field" theory can effectively reflect the nature of silence. According to the "field" theory, it can be seen that students’ silence is on the spot. The gap between the positions of teachers and students determines teachers’ discourse power. In the presence relationship, teachers and students are in the relationship of control and obedience. The teaching results led by the joint force of teachers’ and students’ backward role cognitive habits can be observed as well. To deal with the phenomenon of students’ silence in the classroom field, we can adopt the following ways: correctly use teachers’ discourse power to highlight students’ subjective value; change teaching methods and actively guide students from "other governance" to "autonomy"; disintegrate backward cognitive habits and construct a new type of teachers and students’ role cognition.更多还原