知识变革下课堂沉默的认知心理分析
Cognitive Psychological Analysis of Classroom Silence under Knowledge Transformation

当今课程改革成为高等教育的热点话题，其中大学的课堂沉默现象引起广泛讨论和关注。从知识变革的视角，梳理大学生智能时代下的学习需求，包括客观性知识积累、复合性知识创新和多元性知识选择。课堂沉默根据其发生的自主性可以区分为“主动沉默”和“被动沉默”，除了教学方式和文化特征的必然性影响因素外，课堂沉默现象更与大学生的认知心理有关，主要表现为低互动欲望背后的信息获取焦虑、高强度知识接纳的信息加工负荷和知识结构重组中的思维风格差异。要改变课堂沉默现象需要从多方面着力，包括关注学生需求，遵循认知规律；顺应时代需求，深化知识变革；激发教学活力，实现沉默化“金”。
Curriculum reform has become a hot topic in higher education today, and the phenomenon of classroom silence in universities has attracted widespread discussion and attention. From the perspective of knowledge transformation, this article outlines the learning needs of college students in the era of intelligence, including objective knowledge accumulation, composite knowledge innovation, and diverse knowledge selection. Classroom silence can be divided into “active silence” and “passive silence” based on its autonomy. In addition to the inevitable influencing factors of teaching methods and cultural atmosphere, the phenomenon of classroom silence is more related to the cognitive psychology of college students, mainly manifested as information acquisition anxiety behind low interaction desire, information processing load of high-intensity knowledge acceptance, and differences in thinking styles in knowledge structure reorganization. To change the phenomenon of classroom silence, efforts need to be made from multiple aspects, including paying attention to students’ needs and following cognitive laws; adapting to the needs of the times and deepening knowledge transformation; and inspiring teaching vitality to turn silence into “gold”.