随着高等教育的不断发展，当代研究者对于本科生课堂教学问题日益关注。为了探索本科生课堂教学仪式，研究者以柯林斯的互动仪式链理论为工具，以北京师范大学教育学部为例,采用质性研究方法，对三门课程进行观察、六位学生进行访谈，并收集实物资料，最终形成对四门课程的分析，回答了以下三个研究问题：“本科生课堂教学中存在哪些仪式”、“这些仪式开展的过程中，其参与者处于什么状态”和“这些仪式对学生产生了哪些影响”。 本科生课堂教学仪式存在课上仪式与课下仪式两类。课上仪式在吻合度和整合度两个维度上呈现出不同的状态。吻合度是指师生互动的及时性、流畅性，整合度是指就学生参与互动仪式的范围和程度。 课上仪式包括上课、讲授、讨论、问答、展示和结束六种仪式。上课的仪式可以形成短暂的情感刺激。讲授的仪式表现为教师讲、学生听的弱互动，教师利用声音“在场”和身体在场，以及逻辑叙事和焦点叙事来塑造关注焦点与共享情感。讨论的仪式和问答的仪式可以分为线上、线下两种形式，线下形式的仪式学生关注焦点更为明确，但情境分层更严重；线上的仪式更开放，学生成为焦点的压力较小，但精力可能更分散。展示的仪式主要指有组织展示的仪式。有组织展示包括组内互动和组间互动。组内互动可以让仪式更流畅，组间互动可以扩大仪式的整合度。结束的仪式里学生的反馈行动可以反映课堂仪式的成功与否。 课下仪式包括结组、筹备展示和线上讨论三种仪式。结组的仪式中，学生依据其他情境中的社会关系来在课堂教学情境下结成小组。筹备展示中，小组成员聚集在特定地点，通过围坐等方式产生排斥局外人的屏障，通过轮流发言的方法产生情感连带。这两个仪式都存在情境分层的现象。线上讨论的仪式呈现出了情感取向和认知取向的两种会话模式。 教学仪式对学生的影响主要在于情感、认知、决策和行动四方面。情感是最初的刺激，与认知要素相互作用。情感要素可能转化为行动，认知要素可能转化为决策，这两个要素也相互作用。低吻合度或低整合度可能导致教学仪式不产生影响或产生负面影响。

With the development of higher education, contemporary researchers pay more attention to undergraduate classroom instruction. Randall Collins’s interaction ritual chains theory, as a tool, can be used to explore the undergraduate classroom instructions as a micro interaction situation, as well as the influence of instruction rituals on students. In order to study undergraduate classroom instruction rituals, I adopt qualitative research method, studying Faculty of Education, Beijing Normal University as a case. Three courses were observed, while six students were interviewed and materials are collected from them, which finally turns out to be an analysis of four courses. I asked the following questions: 1) What kind of rituals exist in undergraduate classroom instruction? 2) What is the status of participants while the rituals are proceeding? 3) What kind of influence do the rituals bring to students? Undergraduate interaction rituals contain two forms: in-class rituals and after-class rituals. For in-class rituals, they are varied in two dimensions: inosculation and integration. Inosculation stands for the promptness and fluency of teacher-student interaction. Integration stands for the extent to which students involve in classroom interaction. In-class rituals include the rituals of beginning, lecture, discussion, question-answer, presentation and ending. The beginning ritual brings transient emotional stimulation. Lecture ritual is shown to be low-intensity interaction which teacher gives speech and student listen. The teacher takes advantage of sound and body presence, as well as logical narrative and focus narrative to construct focus of attention and sharing emotion. The discussion ritual and question-answer ritual can be online or in-person. The in-person ritual produces clearer focus point but leads to more serious stratification of situations. The online ritual brings student less pressure of being focused, but their attention may be more diffused. The presentation ritual mainly stands for organized presentation rituals, in which contains intra-group interaction and inter-group interaction. Intra-group interaction makes ritual more fluent, while inter-group ritual expand the integration of ritual. The students’ behavior in ending ritual reflects whether the ritual is success or not. After class ritual contains group-forming ritual, presentation-preparation ritual and online discussion ritual. In group forming ritual, students form groups according to the social relations that generated in the situations other than classroom instruction. In preparation ritual, students gather and sit around to produce a barrier to outsiders, while they discuss to produce emotional joint. There is a phenomenon of situational stratification in both of the two rituals above. There are two modes of conversation in online discussion ritual: one is emotion-oriented and the other is cognition-oriented. The classroom instruction ritual influences students in four aspects: emotion, cognition, decision-making and action. The original stimulation is emotional, which interacts with cognition. Emotion may bring about action, while cognition may become decision. The action and decision are inter-related. Low inosculation or low integration may bring non-influence or negative influence.