学生课堂恐惧的表现、溯因与消解
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摘要
学生课堂恐惧是指学生面临课堂中的危险情境深感无力且欲逃避的极度紧张、害怕等缺乏安全感的情绪体验,具有情境性、传染性、个体差异性等特征。造成学生课堂恐惧的原因与课堂内外部环境因素息息相关,其中在课堂内部环境中,教师是主要肇因。因此消解学生课堂恐惧,教师应该努力提升自身的教育素养,通过课堂内部环境的改良来营造安全而舒心的课堂氛围;学校和家庭需要立足于课堂外部环境的整体改善来构建包容而自由的校园文化与家庭氛围。
Students' classroom fear refers to the extreme tension,fear and other insecure emotional experience in which students feel powerless and want to escape from the dangerous situation in class. It has the characteristics of situationality,contagiousness and individual differences. In the actual classroom situation,it is mainly manifested as five types: privacy fear,questioning fear,examination fear,discipline fear and interpersonal fear. The causes of students' classroom fear are closely related to the internal and external classroom environment,among which the teacher is the main cause. In this regard,to eliminate students' classroom fear,teachers should strive to improve their own education quality,through the improvement of the classroom internal environment to create a safe and comfortable classroom atmosphere; Schools and families should build inclusive and free campus culture and family atmosphere based on the overall improvement of external classroom environment.
Students' classroom fear refers to the extreme tension,fear and other insecure emotional experience in which students feel powerless and want to escape from the dangerous situation in class. It has the characteristics of situationality,contagiousness and individual differences. In the actual classroom situation,it is mainly manifested as five types: privacy fear,questioning fear,examination fear,discipline fear and interpersonal fear. The causes of students' classroom fear are closely related to the internal and external classroom environment,among which the teacher is the main cause. In this regard,to eliminate students' classroom fear,teachers should strive to improve their own education quality,through the improvement of the classroom internal environment to create a safe and comfortable classroom atmosphere; Schools and families should build inclusive and free campus culture and family atmosphere based on the overall improvement of external classroom environment.
引文
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[4]马小芹,杨秀木,申正付,韩布新.大学生评价恐惧在人格特征与人际交往能力间的中介效应[J].中国学校卫生,2013(04):507-509.
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[16]汤建英.隐私保护与作文教学的伦理原则[J].江苏教育研究,2014(31):73-75.
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[18]章乐.论教育作为人类超越恐惧的重要方式[J].教育导刊,2015(03):5-8.
[19][印]克里希那穆提.最好的教育是爱[M].张宽宽译.北京:中信出版社,2014:132-134.
[2]刘冬岩.创建有安全感的课堂[J].中国教育学刊,2013(4):61-64.
[3][印度]克里希那穆提.论恐惧[M].北京:九州出版社,2016:65.
[4]马小芹,杨秀木,申正付,韩布新.大学生评价恐惧在人格特征与人际交往能力间的中介效应[J].中国学校卫生,2013(04):507-509.
[5]Andrew Martin.Building Classroom Success:Eliminating academic fear and failure[M].London:Continuum International Publishing Group,2010:103.
[6][挪威]拉斯·史文德森.恐惧的哲学[M].范晶晶译.北京:北京大学出版社,2010:26.
[7][加]马克斯·范梅南.儿童的秘密:秘密、隐私和自我的重新认识[M].北京:教育科学出版社,2004:90.
[8]高德胜.学校教育与恐惧制造[J].教育研究与实验,2010(1):1-7.
[9][美]汤姆·V·萨维奇,玛莎·V·萨维奇著.成功课堂管理:如何培养学生的自控力[M].(第三版).杨宁,陈荣,卢杨译.北京:中国人民大学出版社,2016:5.
[10][意]玛丽亚·蒙台梭利.童年的秘密[M].马荣根译.北京:人民教育出版社,2004:171.
[11]莫雷.教育心理学[M].广州:广东高等教育出版社,2005.
[12]刘云杉.学校生活社会学[M].南京:南京师范大学出版社,2001:191.
[13][英]阿兰·德波顿.身份的焦虑[M].陈广兴,南治国译.上海:上海译文出版社,2009:49.
[14]郭翠菊.论家长攀比对孩子的负面影响[J].安阳师范学院学报,2010(04):123-125.
[15]李晓燕,吕珩.未成年学生隐私权与教师管教权冲突探微[J].当代教育论坛,2005(16):20-22.
[16]汤建英.隐私保护与作文教学的伦理原则[J].江苏教育研究,2014(31):73-75.
[17][美]帕克·帕尔默.教学勇气:漫步教师心灵[M].吴国珍,余巍等译.上海:华东师范大学出版社,2014:41.
[18]章乐.论教育作为人类超越恐惧的重要方式[J].教育导刊,2015(03):5-8.
[19][印]克里希那穆提.最好的教育是爱[M].张宽宽译.北京:中信出版社,2014:132-134.