从“课堂失语”到“话语回归”——身份理论框架下思政课教师课堂话语效能的回归路向

From“Classroom Aphasia”to“Discourse Regression”——Thoughts on the Classroom Discourse Efficiency of Ideological and Political Teachers under the Framework of Identity Theory

思政课教师“课堂失语”一度被认为是“抽象空洞”话语内容、“落后单一”话语平台、“灌输式”话语模式导致的结果。在身份理论视域下,思政课教师“课堂失语”是其话语与身份特征相背离的应然结果。破解这一困境,提高思政课教师话语效能,需思政课教师以“政治性”话语突破价值引领窘境,稳抓课堂话语“方向盘”,以“学理性”话语突破知识传授藩篱,夯实课堂话语“压舱石”,以“政治性和学理性相统一”话语突破能力提升瓶颈,用好课堂话语“总标尺”。

The“classroom aphasia”of ideological and political course teachers is considered to be the result of“abstract and empty”discourse content,“backward and single”discourse platform,and“indoctrination”discourse mode.From the perspective of identity theory,the"classroom aphasia"of ideological and political teachers is a natural result of their discourse deviating from their identity characteristics.To solve this dilemma,improve the discourse efficiency of ideological and political teacher,ideological and political teachers need to break through the value leadership dilemma with"political"discourse,and firmly grasp the"steering wheel"of classroom discourse;It is also necessary to break through the barriers of knowledge transmission with the discourse of"academic rationality"and solidify the"ballast stone"of classroom discourse;It is necessary to break through the bottleneck of improving ability with the discourse of"unity of political and academic rationality",and make good use of the"overall scale"of classroom discourse.