大学英语课堂学生低效互动行为研究

Study on Students’Inefficient Interaction in College English Classrooms

以课堂观察、师生访谈等质性研究方法,探究大学英语课堂中低效互动行为的表现特征及形成原因。分析发现,大学英语课堂学生低效互动行为在行为层面表现为态度敷衍,希望教师降低要求,对教师恶意差评等;在心理层面主要是产生焦虑、恐惧,误解教师的学业任务要求,师生关系疏离等。研究表明,教师期待、学生群体期待对学生个体角色的形塑有重要影响,当学生个体期待与教师期待产生差距进而降低对教师期待的认同度时,会产生低效互动行为。因此,帮助学生正视差距、培养对专业的认同感、提振信心,进而重新建构身份认同,是解决大学生课堂低效互动行为的根本之策。

Using qualitative research methods such as classroom observation and interviews to explore the performance characteristics and causes of inefficient interaction in college English classrooms.The analysis found that students’inefficient interaction in college English classrooms manifested as perfunctory attitudes at the behavioral level,hoping that teachers would lower their requirements and maliciously criticize teachers,relationship alienation,etc.The research shows that teachers’expectations and students’group expectations have an important impact on the shaping of students’individual roles.When there is a gap between students’individual expectations and teachers’expectations,which reduces the degree of identification with teachers’expectations,inefficient interactive behaviors will occur.Therefore,helping students face the gap,cultivating their professional identity,boosting their confidence,and rebuilding their identity are the fundamental solutions to the inefficient interaction behaviors of college students in the classroom.