隐性参与:积极的课堂沉默

Implicit Participation: Positive Silence in Classroom Teaching

隐性参与是一种积极的课堂沉默,长期被教师误解和忽视。隐性参与对学生来说是一个思维深度“扎根”的过程,对教师来说是一个等待学生思考的过程。提高学生隐性参与的品质,教师要适度减少话语权和提问权,让学生成为问题的“生发器”和“动力源”;同时要善于将学生提出的问题整理成问题资源库,使学生思维的“突触”向广度和深度延伸。完整的学习体验需要显性参与和隐性参与的交叉融合,意义学习是显性参与和隐性参与的共同旨归。

Implicit participation,as a kind of positive silence in classroom teaching,has long been misunderstood and neglected,which is a process of taking root for students’thinking,and also a process of teacher’s waiting for students’thinking.To improve the quality of students’implicit participation,teachers should moderately reduce their rights of speaking and asking to let students become generators of questions and sources of dynamism.Meanwhile,teachers should be adroit at putting students’questions into resource banks to develop their synaptic junctions of thinking broadly and deeply.Complete learning experience needs both explicit and implicit participation to serve the purpose of meaningful learning..