基于自我决定理论的支持性课堂气氛营造策略

Strategies for Creating a Supportive Classroom Climate Based on Self-Determination Theory

课堂气氛对学生学习成效和学业表现至关重要。随着教育理念的更新和课程改革的深化,教育者正逐渐摒弃传统的控制模式,转向非控制的教学方式,旨在构建支持性课堂气氛,以激发学生内在学习热情和积极性。教师的支持性教学策略储备及运用水平,直接关系着课堂气氛的营造效果。因此,教师不断丰富支持性教学行为或策略,有助于构建积极、和谐的课堂气氛,为学生创造更优质的学习体验和发展空间。本研究旨在归纳4种支持性课堂气氛的营造策略,即自主支持策略、能力支持策略、关系支持策略和教师角色转换策略,同时提出相应操作示例,为教师创设有利于学生自主学习、能力培养和关系建立的课堂环境,提供实践参考。

Classroom climate is crucial to students’ learning effectiveness and academic performance. With the renewal of educational ideas and the deepening of curriculum reform, educators are gradually abandoning the traditional control mode and turning to non-control teaching methods, aiming at building a supportive classroom climate to stimulate students’ inner learning enthusiasm and positivity. The reserve and application level of teachers’ supportive teaching strategies are directly related to the effect of creating classroom climate. Therefore, teachers’ continuous enrichment of supportive teaching behaviors or strategies will help build a positive and harmonious classroom climate and create a better learning experience and development space for students. This study aims to summarize four kinds of strategies for creating supportive classroom climate, namely, autonomy support strategy, competence support strategy, relatedness support strategy and teacher role transformation strategy. At the same time, corresponding operation examples are proposed to provide practical reference for teachers to create a classroom environment conducive to students’ autonomous learning, ability cultivation and relationship establishment.