摘要
经由符号互动论这一理论进路,教师非言语符号可在以往研究基础上开展进一步的学理认知。教师的非言语符号分为外在显性的身体传播和内在隐性的气质美学,在具体的课堂实践应用中,表现出角色与人际同步、情感与理性并重、主体与客体共生的理念。教师在进行非言语符号互动时,应依据不同情境前提进行特意选择,行动之中将受到结构性的约束,后期应适时倾听各方反馈、不断调试。在未来的创新路径中,教师非言语符号可通过常规姿态的陌生化、印象管理的多元化与媒介言语的网际化实现深化。
Through the theoretical approach of symbolic interactionism,teachers can develop further academic cognition on the basis of previous research on non-verbal symbols.Teachers’non-verbal symbols are divided into externally explicit body communication and internally implicit temperament aesthetics.In specific classroom practice applications,they show the concept of synchronization between roles and interpersonal relationship,equal emphasis on emotion and rationality,and symbiosis of subject and object.While interacting with non-verbal signs,teachers should make deliberate choices based on different contextual conditions,and they will be subject to structural constraints during their actions.Later,they should listen to feedback from all parties and constantly adjust them.In the future path of innovation,teachers’nonverbal symbols can be deepened through the defamiliarization of conventions,the diversification of impression management,and the internetization of media speech.
作者
张帅
ZHANG Shuai(School of International Journalism and Communication,Beijing Foreign Studies University,Beijing 100089,China)
出处
《晋城职业技术学院学报》
2022年第1期67-70,共4页
Journal of Jincheng Institute of Technology
关键词
符号互动论
教师
非言语符号
symbolic interactionism
teacher
non-verbal signs
