摘要
作为思维与交往的媒介,课堂话语受到国内外研究者的广泛重视,目前,学习在课堂话语互动中发生,已经成为共识。那课堂话语究竟如何影响学习?作为课堂话语研究的主要力量,美国社会科学界做了大量的实证研究。本文通过系统化的检索、筛选及编码,选取了44篇有代表性与影响力的相关研究文献,并通过内容分析的方法,将其分为四个维度:话语形式、话语功能、课堂规范、身份认同。基于编码、分类与解读,本文探讨了这些文献对"课堂话语"的不同概念化理解,梳理了这些研究对"课堂话语如何影响学习"这一问题在不同维度上的研究结果。依据这些结果,本文指出,为了促进学习,教育工作者应该着重关注课堂话语的四个彼此联系的方面:其一,形塑学习过程的不同话语结构;其二,有效支持良性互动的课堂规范;其三,将学生塑造为课堂参与者的身份认同;其四,包容学生不同社会文化背景的互动空间。
As mediating thinking and interaction, classroom discourse has become a focus of analysis in educational research. Yet few studies in China concentrate on the relations between discourse and learning through the micro-lens of classroom interaction. This review poses an empirical question to the US literature on classroom discourse： How does discourse shape learning？ Based upon systematic search, selection and coding, this review classifies 44 studies into four categories： forms of discourse; functions of discourse; classroom norms; and discourse identities. This review discusses different conceptualizations of discourse in these studies, and proposes an analytic model that connects learning with classroom discourse.
出处
《教育发展研究》
CSSCI
北大核心
2016年第24期45-54,共10页
Research in Educational Development
关键词
课堂话语
课堂互动
学习过程
课堂规范
话语身份认同
classroom discourse, classroom interaction, learning processes, chassroom norms, discourse identity
