Interobjectivity and Interactivity: Material Objects and Discourse in Class

Interobjectivity and Interactivity: Material Objects and Discourse in Class
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交互对象性和交互性：课堂上的物质对象和话语

DOI：
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发表时间：
2011
期刊：
影响因子：
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通讯作者：
Tobias Roehl
Tobias Roehl
中科院分区：
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文献类型：
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作者：
H. Kalthoff;Tobias Roehl

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在课堂教学中，黑板等实物发挥着重要作用。然而，教育的定性研究在很大程度上忽略了教育的物质维度，而侧重于互动和话语。然而，这两个维度彼此密切相关。物质对象嵌入课堂话语中，并通过言语行为转化为知识对象，进而构成讨论并构成学校课程的参考点。借鉴对德国高中数学和科学课堂课堂课程的人种学研究，我们提出了一种认识教学实质性及其互动维度的观点。
In classroom teaching, material objects like the blackboard play an important role. Yet qualitative research on education has largely ignored this material dimension of education and focused on interaction and discourse. Both dimensions are, however, closely related to each other. Material objects are embedded in classroom discourse and are transformed into knowledge objects by speech acts, and in turn structure discussions and constitute a point of reference for school lessons. Drawing on ethnographic research on classroom lessons in mathematics and science classes in German high schools, we propose a perspective that recognizes both the materiality of teaching and its interactive dimension.