课堂是学生社会性发展不可替代的重要场域。如何发挥课堂场域对学生社会性发展的独特功能,培养兼具社会适应能力和批判反思意识的社会主体?这既是教学论研究的重要主题,也是课堂教学实践亟待思考和解决的现实问题。 本书以交往为视角,通过"历史--现实--理论"维度的分析,系统研究了课堂场域学生社会性的表现形态、结构要素、生成机制及其影响因素,并在此基础上提出促进课堂场域学生社会性生成的实践策略。
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