尽管学界已普遍认同课堂教学的交往本体观,即课堂教学是一种特殊的交往活动,以交往的形态存在,但从课堂观察等实证研究来看,我国的课堂教学却严重存在着五大交往缺场或失当的现象单一而非多元、虚假而非真实、控制而非自主、“偏爱”而非平等、对抗而非和谐。因此,提升课堂教学交往的合理性,还课堂教学以交往的本真面目,还任重而道远。 Although academics generally agree with the concept of communicative ontology in classroom teaching, that is, classroom teaching is a special kind of communicative activity that takes the form of social interaction. However, from the empirical study in classroom observation, there are serious problems in classroom teaching in our country. The phenomenon of market or misconduct is single rather than plural, false rather than true, control rather than autonomy, “preference” rather than equality, confrontation rather than harmony. Therefore, to enhance the rationality of classroom teaching and communication, but also to the true nature of classroom teaching, but also a long way to go.