Formulating topic in the classroom
Formulating topic in the classroom
复制标题
在课堂上制定主题
DOI：
10.1080/01638538609544631
复制
发表时间：
1986
影响因子：
2.2
通讯作者：
Richard D. Heyman
中科院分区：
文献类型：
--
作者：
Richard D. Heyman
在分析课堂谈话时，一个原则性的和可听到的问题是，教师和学生如何共同定位于当天谈话的主题和活动，这些活动被科学地称为当天的课程，或当天的主题，或当天要学习，参加或练习的内容，以及随后可能被追究责任的内容。加芬克尔和萨克斯（Garfinkel and Sacks，1970）首先将这种谈话描述为形成谈话，认为：一个成员可以将谈话的某个部分作为描述谈话的机会，解释它，或描述它，或提供它的要点，或注意它是否符合规则，或评论它是否偏离规则。也就是说，一个成员可以利用谈话的某个部分作为一个机会来形成谈话。
A principled and hearable problem in the analysis of classromm talk is how teachers and students jointly orient to the topic of the day's talk and activities known commensensically as the day's lesson, or the day's topic, or that which is to be learned, attended to, or practiced that day, and for which all subsequently may be held accountable. Garfinkel and Sacks (1970) first described such talk as formulating conversation, suggesting that:A member may treat some part of the conversation as an occasion to describe that conversation, to explain it, or characterize it, or furnish the gist of it, or take note of its accordance with rules, or remark on its departure from rules. That is to say, a member may use some part of the conversation as an occasion toformulate the conversation.