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Classroom dialogue: Does it really make a difference for student learning?

课堂对话：这真的对学生的学习有影响吗？

基本信息

批准号：
ES/M007103/1
负责人：
Christine Howe
金额：
$ 43.73万
依托单位：
University of Cambridge
依托单位国家：
英国
项目类别：
Research Grant
财政年份：
2015
资助国家：
英国
起止时间：
2015 至无数据
项目状态：
已结题

来源：
https://gtr.ukri.org/projects?ref=ES%2FM007103%2F1
关键词：
Classroom dialogue Does really make

项目摘要

For at least two millennia, the form of dialogue that occurs in classrooms has been spotlighted as critical for teaching and learning. Moreover hypotheses have been proposed about optimal forms, with many scholars highlighting a need for open questions from teachers; extended responses from students (optimally involving justifications); cumulative building upon other students' contributions; articulation, discussion and evaluation of competing viewpoints; and gradual resolution of differences in a productive direction. However, despite its prominence in theoretical analyses, it remains uncertain whether classroom dialogue that takes this form is genuinely beneficial for student learning, and even if it is, whether the magnitude of benefit justifies making its promotion an educational priority. Although there is a handful of promising studies and findings are sufficiently encouraging to warrant further inquiry, past research has not been conducted with appropriate rigour nor on a large enough scale to provide conclusive answers.Within the UK (as elsewhere), clarity about classroom dialogue is of the utmost importance, for dialogue is now an entrenched part of schooling: classroom talk is not limited to teacher monologue, and educators at all levels presume that this is appropriate. The implication is that, if the form of dialogue matters, it is already having significant but undocumented consequences. It is critical to ensure that these consequences are optimal. So recognizing the dearth of research and the urgent need for progress, this project will take a major step forwards. It is in fact the first study to investigate the implications of dialogue in whole-class settings. The project will use dialogue recorded in c.80 Year 6 classrooms. Three successive lessons will be videotaped in each classroom, with literacy, mathematics and science all covered. All teacher talk during target lessons will be recorded as will student talk that occurs during interaction with teachers. Small groups that are working independently of teachers will be sampled. To ensure a contribution to researcher development, postgraduate students (who will be trained and monitored) will assist with recording, and with transcribing and/or coding of data. Transcripts will be archived as a resource for future researchers. Recordings will be coded and rated using a scheme that the applicants are developing. The scheme synthesizes the features with which scholars have characterized optimal dialogue, and while it goes beyond what any single analyst proposes, it is fully representative of the field as a whole. In other words, it is a model of effective practice that all analysts can sign up to, and it will be used in the project to represent degrees of approximation to a theorized ideal. It seems unlikely that any classrooms will reach the ideal. Nevertheless, published research together with the applicants' experience suggests that some will come close, while others will be nowhere near. The extent of approximation within the sample will be charted and specific areas of difficulty identified. Teachers' reflections will be invaluable, so workshops are planned where the 80 participants will be asked to brainstorm about why patterns of results were obtained, and what messages can be drawn for practice. At the same time, analyses will assess whether there is a positive association between approximation to the theorized ideal and student learning, and if so whether the magnitude is sufficient to carry significant implications for policy. Taking steps to ensure that variation in classroom dialogue is not confounded through association with other predictors of learning, e.g. prior attainment/attitudes, SES, regression-style statistics will be used to assess the extent to which variation in dialogue predicts subsequent performance on objective, standardized and socially significant measures of learning attainment (e.g. Year 6 SATS) and attitudes to study.

至少两千年来，课堂上的对话形式一直被认为是教与学的关键。此外，已经提出了关于最佳形式的假设，许多学者强调需要教师提出开放式问题；学生的延伸回应（最好包括理由）；在其他学生贡献的基础上积累；相互竞争的观点的表达、讨论和评价；并在富有成效的方向上逐步解决分歧。然而，尽管这种形式的课堂对话在理论分析中占有突出地位，但这种形式的课堂对话是否真的对学生的学习有益，即使是有益的，其益处的大小是否证明将其推广作为教育的优先事项，仍然是不确定的。虽然有一些有希望的研究和发现足够令人鼓舞，值得进一步调查，但过去的研究没有进行适当的严谨，也没有足够大的规模来提供结论性的答案。在英国（和其他地方一样），清晰的课堂对话是至关重要的，因为对话现在是学校教育的一个根深蒂固的部分：课堂谈话不限于老师的独白，各级教育工作者都认为这是合适的。言下之意是，如果对话的形式很重要，那么它已经产生了重大但没有记录的后果。确保这些结果是最佳的是至关重要的。因此，认识到研究的缺乏和迫切需要取得进展，这个项目将向前迈出一大步。事实上，这是第一个在课堂环境中调查对话含义的研究。该项目将使用公元80年录制的对话六年级教室。每间教室将连续录制三节课，包括识字、数学和科学。所有教师在目标课程中的谈话都将被记录下来，学生在与教师互动时的谈话也将被记录下来。将对独立于教师工作的小组进行抽样。为了确保对研究人员发展的贡献，研究生（将接受培训和监督）将协助记录，转录和/或编码数据。成绩单将被存档，作为未来研究人员的资源。录音将使用申请人正在开发的方案进行编码和评级。该方案综合了学者们描述最佳对话的特征，虽然它超出了任何单个分析师的建议，但它完全代表了整个领域。换句话说，它是所有分析人员都可以签署的有效实践模型，并且它将在项目中用于表示理论化理想的近似程度。任何教室似乎都不太可能达到理想状态。然而，发表的研究和申请者的经历表明，一些人会接近，而另一些人则会差得很远。样本内的近似程度将绘制成图表，并确定具体的困难区域。教师的意见将是无价的，因此计划举办研讨会，80名参与者将被要求集思广益，讨论为什么会获得结果的模式，以及可以为实践提供哪些信息。同时，分析将评估接近理论化的理想与学生学习之间是否存在正相关关系，如果存在正相关关系，其程度是否足以对政策产生重大影响。采取措施确保课堂对话的变化不会因与其他学习预测因素（如先前的成就/态度、社会经济地位）相关联而混淆，回归式统计将用于评估对话的变化在多大程度上预测随后在客观、标准化和具有社会意义的学习成就（如6年级SATS）和学习态度方面的表现。