A Research On The Social Construction Of Classroom Space By Teachers And Students

The classroom is an educational space based on certain teaching tools and architectural structures for the purpose of teaching.Teachers and students give subjective meaning to classroom space through actions,and then form a certain social space.The research on classroom space in academia either focuses on the social interaction between teachers and students,or on the meaning of objects in the classroom.Lefebvre analyzes space from three perspectives: material space,spiritual space,and social space,but most of the current research in academia mainly focuses on macro-level and theoretical discussions,and there is less research on micro-social space.Therefore,based on the theory of space production,this paper discusses the social construction of classroom space by teachers and students from a micro perspective.M Middle School is a rural middle school.The seats in the classroom are arranged in a "seedling field" shape,which is a typical classroom space.Due to the different management concepts of the two head teachers in the first grade,the atmosphere of the class is also different.On the basis of a two-month field survey,this study takes the two classes in the first grade as the main research objects,and deeply understands the construction process of classroom space by teachers and students through interview methods and observation methods.This paper analyzes the content of teachers and students’ social construction of classroom space from the perspectives of material space,social space and spiritual space,discusses the ways in which teachers and students use their respective power positions,spatial positions,and evaluation systems to construct classroom space,and analyzes the results of classroom space construction.The results are manifested in the spatial environment,spatial structure,spatial meaning and spatial activities.The research shows that the social construction of classroom space by teachers and students has three-dimensional integration in content,positive interaction in method,and multiplicity in meaning in results.Teachers and students give different meanings to the space,and actions in the "center-edge" teacher space will inevitably lead to conflicts,and even conflicts will occur between teachers and teachers,and students and students,thus constructing a classroom space with multiple meanings.This paper applies Lefebvre’s theory of space production to the research on the social construction of microscopic classroom space,breaks through the binary analysis framework of classroom space research in academia,and finds that both objects and people in classroom space actively participate in the composition of space,and the interior of space is not completely unified,but full of conflicts.This provides a certain understanding foundation for the construction of "student-centered" teaching reform,and also provides a reference for understanding the significance of anti-school culture.