%0 Journal Article %T 布迪厄场域理论视角下大学生课堂沉默现象分析及纾困策略探索
Analysis of College Students’ Classroom Silence and Exploration of Alleviation Strategies from the Perspective of Bourdieu’s Field Theory %A 邢瀚予 %J Vocational Education %P 206-214 %@ 2160-4401 %D 2025 %I Hans Publishing %R 10.12677/ve.2025.145217 %X 在基础教育课程改革深化的背景下，学生课堂沉默成为阻碍教学主体性转向的突出问题。本研究基于布迪厄场域理论，结合问卷调查与深度访谈，揭示课堂沉默的深层成因：教育场域中制度性权力的符号暴力、文化资本的隐性区隔与象征资本的等级化配置，导致教师主导话语权，学生因知识资本匮乏、象征资本压制及系统性抵抗陷入沉默。这一现象根植于场域结构失衡、师生支配关系及传统惯习的文化内化。对此，研究提出三重纾解路径：一是调整场域结构，通过赋权增能、优化课堂运行机制及创新评价制度，缓解师生位置差异；二是革新教学范式，激活学生文化资本，推动师生从“权威–服从”转向“平等合作”；三是重构师生角色认知，打破“沉默是金”等传统惯习，构建民主对话的课堂生态。通过场域结构、教学实践与惯习的协同变革，推动课堂从权力支配空间向平等交往空间转型，为深化教育改革、促进教育公平提供理论与实践支持。
Against the backdrop of the deepening of basic education curriculum reform, student classroom silence has become a prominent issue hindering the transformation of teaching subjectivity. This study, based on Bourdieu’s field theory, combines questionnaire surveys and in-depth interviews to reveal the deep-seated causes of classroom silence: the symbolic violence of institutional power, the implicit segregation of cultural capital, and the hierarchical allocation of symbolic capital in the educational field, which lead to teachers dominating the discourse and students falling silent due to a lack of knowledge capital, suppression of symbolic capital, and systemic resistance. This phenomenon is rooted in the imbalance of the field structure, the teacher-student domination relationship, and the cultural internalization of traditional habits. In response, the study proposes three relief paths: first, adjust the field structure by empowering students, optimizing classroom operation mechanisms, and innovating evaluation systems to alleviate the positional differences between teachers and students; second, innovate teaching paradigms, activate students’ cultural capital, and promote the transformation of the teacher-student relationship from “authority-submission” to “equal cooperation”; third, reconstruct the role cognition of teachers and students, break the traditional habit of “silence is golden”, and build a democratic dialogue classroom ecology. Through the coordinated transformation of field structure, teaching practice, and habits, the classroom can be transformed from a space of power domination to a space of equal interaction, providing theoretical and practical support for deepening educational reform and promoting educational equity. %K 布迪厄， %K 场域理论， %K 课堂沉默
Bourdieu %K Field Theory %K Classroom Silence %U http://www.hanspub.org/journal/PaperInformation.aspx?PaperID=114865