The Body Is Present And The Mind Is Absent:A Study On The Problem Of College Students' Tacit Truancy

Based on the background that the curriculum culture has shifted from "teaching" to "learning",education has begun to focus on students' "learning" to whether students have "learned".Only by "learning" and "learned",and being able to "apply what you have learned" to achieve the sublimation of "practice",can it mean the end of a complete teaching process and the success of the teacher's "teaching".For college classrooms,the participation of students from both physical and mental aspects is directly related to the nature and degree of their "learning".However,there are many tacit truant hidden in actual college classrooms.They create false prosperity in the classroom in the form of "body presence" and "mind wanders".If things go on like this,the contradiction between the objective requirements to improve the quality of higher education personnel training and the alienation of college students from classroom learning and practice will intensify.Therefore,this research tries to use the real problem of hidden skipping of college students as an entry point to open up the black box of college students' classroom learning and practice.On the basis of the existing research results,this study uses the method of case study to outline the pictorial representation of college students' tacit truancy,that is "selective presence","formalization presence" and "undisciplined presence" three types of tacit truancy.After that,combined with Goffman's analysis of drama theory,it is concluded that college students' tacit truancy behavior is a manifestation of college students' improper situational involvement,which reflects the problem of non-benign interaction between college students and their situation.Specifically speaking,the tacit truancy of college students is not only the result of external performance framework,such as society and school,but also the product of internal deconstruction of classroom drama.Therefore,this study starting from two dimensions of reconstructing college theater and reconstructing classroom drama,seeks a possible path to promote college students' deep involvement in classroom situation by creating a benign interaction between students and their situation.Firstly,from the dimension of reconstruction of college theater,universities should pay attention to the change of college students' ideas and guide them to establish correct values.Second,the spatio-temporal structure of university education should be based on the internal needs of the development of college students,and a more reasonable and effective learning environment should be constructed.Thirdly,universities should create an inter subjectivity management environment,so that the classroom from retaining people to retaining heart.Secondly,from the dimension of reshaping classroom drama.First,teachers should enhance the art of impression management by improving teaching quality,and promote the teaching from the original one-way knowledge transfer to multi-dimensional cultural integration gradually.Good at using external decoration skills to enhance the teaching performance to meet students' role expectations;Second,college students should pay attention to the self-cultivation of role development,not only to improve the ability to adapt to the role,and actively integrate into college life;We should also form a correct role positioning and revise the development direction in time.