高校思政课课堂沉默的生成机制与纾困策略——基于互动仪式链理论

The Formation Mechanism and Relief Strategies of Classroom Silence in Ideological and Political Courses in Colleges and Universities—Based on the Theory of Interactive Ritual Chains

摘要: 高校思政课的“课堂沉默”现象尤为突出，不利于思政教育目标的实现以及学生综合素质的提升。基于互动仪式链理论及其分析框架，本研究从身体在场、共同焦点、情感能量、群体符号四个维度系统考察了高校思政课教学互动现状，旨在厘清高校思政课课堂沉默的内在机理。研究发现：高校思政课存在身体在场不足，学生主体“假性参与”；共同焦点缺失，学生积极性消解；情感能量阻滞，师生互动连带减弱以及群体符号受限，共同体建构乏力等现实困境。为此，应重构师生关系模式，回归“以生为本”仪式；创设有效课堂情境，重塑思政课堂焦点；建立积极情感连带，凝聚高端情感能量；聚焦群体符号塑造，实现群体身份归属以培养学生积极的话语行为。

Abstract: The phenomenon of “classroom silence” in ideological and political courses in colleges and universities is particularly prominent, which is not conducive to the realization of ideological and political education goals and the improvement of students’ comprehensive qualities. Based on the interactive ritual chain theory and its analytical framework, this study systematically examines the current situation of teaching interaction in ideological and political courses in colleges and universities from four dimensions: physical presence, common focus, emotional energy, and group symbols, aiming to clarify the internal mechanism of classroom silence in ideological and political courses in colleges and universities. The research finds that ideological and political courses in colleges and universities are confronted with practical dilemmas including insufficient physical presence, leading to students’ “false participation”. The absence of a common focus dampens students’ enthusiasm. Stagnant emotional energy weakens the teacher-student interaction bond and limited group symbols. The construction of the community is weak. To address these problems, we should reconstruct the teacher-student relationship model and return to the “student-centered” ritual; create effective classroom scenarios and reshape the focus of ideological and political classrooms; establish positive emotional bonds to gather high-end emotional energy; focus on the shaping of group symbols to realize group identity belonging and cultivate students’ positive discourse behaviors.