课堂沉默与默会知识:指向教学的神契资本--基于课堂社会学视角的分析

Classroom Silence and Tacit Knowledge:Conviviality Capital Pointing to Teaching--Analysis Based on the Perspective of Classroom Sociology

课堂沉默与默会知识具有高度的一致性和静默的联结性,共同构成了指向“课堂社会”中教学进程的神契资本,这种神契资本意味着学生可以经由个体与知识的沉默达成素养提升与静默参与。从课堂社会学视角出发,课堂沉默具有权力控制、权力公平、群体文化和认知惯习的社会学意蕴;从知识社会学层面出发,默会知识是关照个人的“迷雾森林”,通过探寻知识的显性化路径来达成学习者的欢会神契。尽管课堂中学生与知识的沉默在意向、能力和情感维度存在着自我封闭、认知局限和共鸣割裂的消极干涉,但对课堂留白的意会、教学机智的生成和时空场域的建构等具有重要的价值意蕴和逻辑脉络,从学生维的课堂自治、师生维的默会参与和教学维的情境互动,积累起沉默中的神契资本,最终实现高质课堂和优质教学的社会化进程。

Classroom silence and tacit knowledge have a high degree of consistency and silent connection,which together constitute Conviviality Capital pointing to the teaching process in the"classroom society".This kind of divine capital means that students can achieve literacy improvement and silent participation through the silence of individual and knowledge.From the perspective of classroom sociology,classroom silence has the sociological im-plication of power control,power fairness,group culture and cognitive habit.From the perspective of knowledge so-ciology,tacit knowledge is the"misty forest"that cares for individuals,and achieves the divine agreement of learn-ers by exploring the explicit path of knowledge.Although between classroom students and knowledge of silence there are problems in intention,ability and emotional dimension of self closure,cognitive limitations and resonance of negative interference,yet for the classroom blank will,teaching wit and the construction of space and time field it has important value implication and logical context,From students dimension of classroom autonomy,teachers di-mension of tacit participation and teaching dimension situation interaction,conviviality,so as so finally realize the socialization process of high-quality class and good quality teaching.