Dialogue in the Classroom
Dialogue in the Classroom
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DOI：
10.1207/s15327809jls1503_3
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发表时间：
2006-07
影响因子：
3.8
通讯作者：
G. Wells;R. Arauz
中科院分区：
文献类型：
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作者：
G. Wells;R. Arauz
在那些研究课堂的人中，越来越多的人一致认为，当学生积极参与关于对他们有意义的话题的意义的对话共同构建时，学习可能是最有效的。本文报告了一个扩展的合作行动研究项目的结果，在该项目中，教师试图通过在课程中采用探究式方法来为这种对话创造条件。对教师参与该项目前后的观察进行了量化比较，发现教师-全班话语的特征发生了一些显著的变化，转向了更具对话性的互动模式。尽管如此，启动-反应-后续(IRF)类型仍然普遍存在。尽管如此，当对相同的观察结果进行定性检查时，有明显的证据表明，随着时间的推移，教师采取“对话立场”的情况有所增加。文章最后讨论了话语格式的选择与对话立场的确立之间的关系。
There is increasing agreement among those who study classrooms that learning is likely to be most effective when students are actively involved in the dialogic coconstruction of meaning about topics that are of significance to them. This article reports the results of an extended collaborative action research project in which teachers attempted to create the conditions for such dialogue by adopting an inquiry approach to the curriculum. A quantitative comparison between observations made early and late in the teachers' involvement in the project showed a number of significant changes in the characteristics of teacher–whole-class discourse, with a shift toward a more dialogic mode of interaction. Nevertheless, the initiation-response-follow-up (IRF) genre continued to be pervasive. Despite this, when the same observations were examined qualitatively, there was clear evidence of an increase over time in the teachers' adoption of a "dialogic stance." The article concludes with a consideration of the relationship between the choice of discourse formats and the enactment of a dialogic stance.