摘要
以往对于课堂沉默现象的研究，集中在教育学领域，主要探究该现象的成因、影响与具体内涵。受社会学微观互动视角以及吉登斯有关“纯粹关系”的论述启发，本研究将关注的焦点放在师生关系上。研究发现：在师生关系“纯粹化”的大背景下，最终课堂状况的好坏实际取决于师生关系的生成过程。当学生“识别”到师生关系的良好苗头时，便会和老师共同投入更多精力进行建设，最终促成“融洽课堂”的形成。而沉默课堂的形成，则是由于学生“识别”到负面内容，对师生关系的投入减少，最终导致师生关系“搁浅”。
关键词： 课堂沉默；保守课堂学习行为；师生关系；纯粹关系；课堂互动
Abstract
Previous research on classroom silence has primarily focused on the pedagogical perspective, investigating its causes, impacts, and underlying connotations. Inspired by the micro-interaction approach in sociology and Giddens' theory of "pure relationship," this study shifts its focus to teacher-student relationships. The findings reveal that in the context of increasingly "purified" teacher-student relationships, the quality of classroom dynamics ultimately depends on the formation process of these relationships. When students perceive positive potential in the teacher-student relationship, they invest more effort with teachers to cultivate it, ultimately fostering a "harmonious classroom." Conversely, classroom silence emerges when students identify negative elements in the relationship, leading to reduced investment and ultimately causing the teacher-student relationship to "stagnate."
Key words： Classroom silence; Conservative classroom learning behavior; Teacher-student relationship; Pure relationship; Classroom interaction
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