Enacting Quality Talk Discussions About Text: From Knowing the Model to Navigating the Dynamics of Dialogic Classroom Culture
Enacting Quality Talk Discussions About Text: From Knowing the Model to Navigating the Dynamics of Dialogic Classroom Culture
复制标题
进行关于文本的高质量谈话讨论：从了解模型到驾驭对话课堂文化的动态
DOI：
10.1002/trtr.2110
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发表时间：
2022
期刊：
影响因子：
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通讯作者：
Cory L. Tondreau
中科院分区：
文献类型：
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作者：
P. Murphy;Rachel M. V. Croninger;Sara E. Baszczewski;Cory L. Tondreau
课堂讨论被实践者和研究者视为培养学生对文本的高水平理解的必要教学实践，但培养有利于支持学生富有成效的谈话的对话课堂文化可能是一项微妙的任务。在本文中，我们利用一位教师课堂上的一系列记录，描述了如何实施质量谈话（QT），这是一种教师促进的讨论方法，可以促进从教师控制到以学生为中心的对话课堂文化的转变。首先，我们概述了QT模型，特别关注QT的教学框架和基本原则。然后，我们描述了对话课堂文化转变时出现的一些具有挑战性的动态，以及平衡这些对立力量以有效支持学生学习的方法。最后，我们对课堂讨论实践和研究的下一步以及在对话课堂文化中以公平和包容为中心的重要性提出了一些初步的想法。
Classroom discussions are regarded by both practitioners and researchers as an essential pedagogical practice for fostering students' high‐level comprehension of text yet cultivating a dialogic classroom culture conducive to supporting students' productive talk can be a delicate undertaking. In this article, using a series of transcripts from one teacher's classroom, we describe how Quality Talk (QT), a teacher‐facilitated discussion approach, can be implemented in ways that promote a shift from a teacher‐controlled to a student‐centered dialogic classroom culture. First, we overview the QT model with particular attention to the instructional framework and underlying principles of QT. We then describe some challenging dynamics that arise when dialogic classroom culture shifts as well as approaches for balancing these opposing forces to effectively support student learning. Finally, we provide some initial thoughts on next steps in classroom discussion practice and research and the importance of centering equity and inclusion in dialogic classroom culture.