摘要
21世纪以来,基于对话的课堂教学转型逐渐成为全球教育改革的趋势。本研究将“对话式教学”这一学术概念放回教师的日常语境中,自下而上地呈现教师在理解对话式教学时的多重声音,遵循“以视频为线索、多重声部的民族志研究法”,邀请上海市一所公办小学的10位教师基于视频展开研讨,综合运用内容分析和隐喻分析的方法。研究结果表明:教师对于对话式教学这一概念的理解是复杂多面的,教学观念、学科类型、教师阅历等因素共同塑造了不同教师对于相同概念的差异化理解。标准化的概念界定可能抹平多种声音的存在,而将对话式教学放进具体的情境里讨论能让这一概念从抽象变得具体。教育工作者应关注情境取向的理解,从而激起教师的反思意识,促进教师专业发展。
Since the 21st century,the classroom transformation of dialogue-based teaching has become a trend of global education reform.This study tried to put the academic concept“dialogue-based teaching”back into the daily context of teachers,so as to present how teachers in a Chinese primary school understand“dialogic teaching”and show their multiple voices.Following the method of“video-cued multivocal ethnography”,10 teachers from a public primary school in Shanghai were invited to conduct video-based discussions,using content analysis and metaphor analysis methods comprehensively.The research results indicate that teachers'understanding of the concept of dialogue-based teaching is complex and multifaceted,and factors such as teaching concepts,subject types,and teacher experiences jointly shape different teachers'differentiated understanding of the same concept.Standardized concept definition may erase the existence of multiple voices,while incorporating dialogue-based dialogue teaching into specific contexts for discussion allows the concept to move from the abstract to the concrete.Educators should pay attention to the understanding of situational orientation,so as to stimulate teachers'reflective awareness and promote their professional development.
出处
《教育学术月刊》
北大核心
2023年第11期80-87,共8页
Education Research Monthly
基金
2022年上海市课程方案基地项目“上海市中小学课堂话语研究”。
关键词
对话式教学
小学课堂研究
多重声音
情境
以视频为线索
dialogue-based teaching
elementary classroom research
multiple voices
context
video-cued
