语文课堂:服务于学生内化的高质量对话

阅读教学是学生、教师、文本之间对话的过程。语文教学应在师生平等对话的过程中进行。《语文课程标准》所指的对话,不是一般语言学意义上的对话,而是一种教学对话。克林伯格认为,在所有的教学中都进行着最广义的对话,不管哪一种教学方式占支配地位,相互作用的对话都是优秀教学的一种本质性标志。在他看来,教学原本就是形形色色的对话,具有对话的性质。对话策     

打开"对话"之窗吹进阅读教学新风

所谓“对话”有广义和狭义之分。狭义的“对话”被理解为与单个的独白相对应的一种语言形态．属于纯粹的语言学现象。广义的“对话”事实上已经完全超越了以口头语言交流为特征的语言学意义，在现实生活中具有社会和文化的意义。从国际事务到人与人之间的关系．从政治领域到学术领域，从科学世界到生活世界．对话已经成为人们普遍追求的一种生存状态。具体来说，对话作为一种原则，往往与民主、平等、包容、坦诚联系在一起；对话作为一种策略，往往与共同合作、主动参与相联系。当人类文明进程的车轮开到了二十一世纪。“对话”作为一种时代精神渗透到学校教育领域。从而在师生关系、教学目标、教学策略等许多方面发生质变．并逐步生成一种新的教学形态，我们称之为“对话教学”。克林伯格认为：“在所有的教学中都进行着最广义的对话，不管哪一种教学方式占支配地位。相互作用的对话都是优秀教学的一种本质性标志。”对话教学包含两层含义：其一，以“对话”为手段的教学；其二，以“对话”为原则的教学。第一层含义显而易见，第二层含义是指明对话教学的实质：对话教学是民主的、平等的教学：对话教学是沟通的、合作的教学：对话教学是互动的、交往的教学；对话教学是创造的、生成的教学：对话教学是以人为本的的教学。     

语文课堂：服务于学生内化的高质量对话

“阅读教学是学生、教师、文本之间对话的过程。”“语文教学应在师生平等对话的过程中进行。”《语文课程标准》所指的“对话”,不是一般语言学意义上的对话,而是一种教学对话。克林伯格认为,在所有的教学中都进行着最广义的对话,不管哪一种教学方式占支配地位,相互作用的对话都是优秀教学的一种本质性标志。     

基于IRF话语分析理论的课堂对话教学有效性分析

对话教学是将师生间交互问答或交流作为教学的表征与载体的一种教学活动。从教学效果上看对话教学可分为有效对话和无效或低效对话。IRF是一种分析教学对话有效性的方法,依据该理论可以从对话结构要素、单元层面及对话模式分析课堂对话教学及其有效性。提升课堂对话有效性应当采用最佳匹配策略、生成协调策略和信息归位策略。     

教学即对话：意蕴与可能

当代社会是一个对话的社会,＂对话＂是人以及各种关系的存在方式。在教学研究中,＂对话教学＂是教学领域中积极提倡的一种教学方式。笔者认为,在教学中,对话不仅仅是一种教学方式,而是教学活动的存在方式,教学过程就是对话的展开,教学统一于对话,教学即对话。     

语文教学中对话式教学情境的构建

在"对话"日渐成为人们追求的一种生存状态时,一种新型的现代教学理论"对话式教学"也逐步形成。对话式教学是一种相对于传统"独白式"教学而言的,以"沟通性"的"对话"为其本质的教学。对话式教学情境的构建要在平等的基础上建立良好的师生对话和生生对话。一、以人为本,平等对话师生之间的关系应是平等的,这是对话教学的前提。在对话教学中,教师把学生看作是一个与自己一样,具有独立人格和思想的个体,要用心真诚地对待每一位学生,让学生在课堂上各抒     

语文对话教学的思考与实践

对话作为一种原则,往往与民主、平等、包容、坦诚联系在一起;对话作为一种策略,往往与共同在场、主动介入、积极参与联系在一起。教学从本质上说是一种“沟通”与“合作”的活动,因此,教学可以被理解为一种“对话活动”。克林伯格认为,在所有的教学中,都进行着最广义的对话,不管哪一种教学方式占支配地位,相互作用的对话都是优秀教学的一种本质性标志。在他看来,教学原本就是形形色色的对话,具有对话的性格。这就是“教学对话原理”。与传统意义上的“问答”式对话不同,“对话教学理论”强调摆脱以知识为本位、以教师为中心的传统思维,主张…     

论作为教学精神的教学对话

教学对话不单是一种教学方法、教学关系和教学认知方式,而是一种教学精神。其典型特征是共享智识、促进理解和创生意义。其表现形态有三:教学主体与课程文本的对话、教学主体与教学主体的对话以及教学主体的自我对话。     

对话、教学对话与对话教学

对话不仅是人们彼此之间借助言语达到交流思想、促进理解的一种行为方式,而且是人与人之间平等交流的一种精神与原则。教学对话指的是发生在教学过程和教学情境中的对话,它包括作为教学方法和作为教学原则的教学对话。对话教学则是教学过程中体现现代对话精神和原则,师生主体之间以平等的信息、思想、情感等交流为基础的教学活动。对三者的正确认识有利于我们教学实践中对话教学的合理实施与使用。     

论师范人才培养中的对话教学

对话教学不是一种教学方法,而是一种教学原则。对话教学从以人为本的教育理念出发,集中体现了新的教学观、学习观、教师观。对话教学把教学看作是一场对话,它注重人与人、人与文本、人与世界、人与自我的对话,契合了新课程的核心理念。对话教学在师范人才培养中的实施,更有利于师范生对话意识和对话能力的养成,也更有利于他们将来职业理想的实现。     

对话的特征及其教育意义

对话是人的存在方式,对话是个体意义生成的过程,对话是“我-你”关系的具体体现。教育活动应是一种对话行为,通过对话达到教育主体之间以及个体与人类文化之间精神能量的转换,从而促进个体生命质量的不断提升。对话教育是一种革新性的教育观。     

对话·参与·经验教学模式对高师教学的启示

对话·参与·经验教学模式,它强调教学过程中师生之间的对话性、学生的主动参与性及学生和教师经验的有效性。这一教学模式,对于更新我国高师教学理念、改革传统教学模式及建构新型的师生关系都有着多方面的启示。对于培养适应新基础教育要求的现代教师具有重要的借鉴意义。     

浅论对话学习

对话是一种两个或两个以上主体的交流、讨论活动。“对话学习”是将对话同时作为目的和手段的学习方式。该学习方式有着坚实的心理学基础,包括社会建构主义学习论、智力的社会性发展论、认知精制和认知负荷论等,同时,它具有视界拓展、共同创生、多维检测、动机促进、潜能释放等多种学习效应。     

Teaching in the age of accountability: restrained by school culture?

In this paper, we explore how ‘teaching communication’ in the classroom is connected to school culture. In the age of accountability, the outcome focus force to the forefront, a ‘blame game’ which either blames students’ achievements on the teachers and teacher education, or the students and their socio-economic background. We argue that to succeed with teaching and learning is dependent on the school culture more than the single teacher or the students’ backgrounds. School culture is understood as attitudes, communication, student focus and engagement. Teaching communication in this paper is studied as teachers’ and students’ talk about subject matter in whole-class teaching. We explore how different school cultures give students different opportunities to experience meaning from teaching communication. The perspective on meaning is derived from Bildung-centred didactics. By using qualitative comparative case method in Norwegian Lower Secondary schools, we find three different types of ‘teaching communication’ typical for different school cultures: ‘Dialogic teaching communication’, ‘storytelling teaching communication’ and ‘reproducing teaching communication’. The school culture with the ‘dialogic’ variant is characterized by trust and reciprocity, making students’ experiencing meaning a possibility.     

Scaffolding and mediating for creativity: suggestions from reflecting on practice in order to develop the teaching and learning of gymnastics

This article takes a reflective stance on the development of practice in scaffolding and mediating for creativity and potentially better performance in gymnastics. The pedagogical approach outlined illustrates how an experienced practitioner can adopt mediational (rather than meddling) and scaffolding techniques to focus on supporting the development of creativity. Various teaching tactics and their influences on the nature and direction of learning are described. Dialogic reflections from the students as well as examples of task outcomes offer insight into the impact of this approach on learning processes and performance outcomes. Reflections-in-action, on-action and post-action from this study offer suggestions about how a learning programme could be re-focused, tasks structured and mediational approaches adapted to support more creativity in the teaching and learning of gymnastics specifically and in learning in general.     

A Dialogic Feedback Index measuring key aspects of feedback processes in online learning environments

Research on feedback shows the dialogic perspective as one that potentially promotes learning improvement. This article presents the Dialogic Feedback Index (DFI), a measure that contributes to establishing to what extent feedback design is potentially dialogic. Performing the study in an online context enabled us to evaluate the potential of the index to measure the institutional situation in relation to dialogic feedback. The applied case allowed us to identify four teaching and learning contexts whose designs range from low to high dialogic context. We were also able to establish three components which had a great impact in differentiating one context from another. Specifically, it was found that designing teaching and learning contexts with high levels of dialogic potential of feedback involves: (1) providing feedback before the task is completed, (2) incorporating peer feedback into the process and (3) allowing resubmission once the feedback has been received. The DFI is intended as an applied tool for teaching staff and institutions. With it they can determine the level of dialogic potential of feedback and plan how to improve it.     

师范生“对话”素质探析

对话素质是师范生的越备素质,师范生对话素质可以理解为对话意识和对话能力。对话意识表现为民主平等意识、学生发展意识、沟通协作意识、细心倾听意识、宽容鼓励意识、教学相长意识;对话能力表现为语言示范能力、话题选择能力、引导生成能力、评价赞赏能力、反思升华能力。培养师范生对话素质的合理路径为,以对话性课堂养成其对话意识,以对话性活动锻炼其对话能力,以对话性见习增长其对话见识,以对话性实习丰富其对话经验。     

Structured Autonomy or Guided Participation? Constructing Interest and Understanding in a Lab Activity

This observational study examines the classroom dynamics occurring in a collaborative math lab activity in a third-grade classroom. Specific classroom interactions are identified as resources for cultivating children's interest and understanding of mathematical knowledge. Dialogic interchange and physical positioning of teacher and students is explained in terms of promoting interest and understanding. Eisner's evaluation model of Educational Connoisseurship and Criticism is adopted as a means of illustrating the dialogic forces that operate within classroom activity which structure children's learning and motivation.     

Talk in the primary curriculum: seeking pupil empowerment in current curriculum approaches

At the time of writing, primary English education is, once again, at a crossroads. Within the context of a continuing focus on underachievement in writing for key groups of learners and a large body of research, which suggests that classroom talk is a powerful means of improving children's success in all areas of the curriculum including writing, this article considers two current approaches to talk in the primary curriculum – Talk for Writing and Towards Dialogic Teaching. In doing so, it critically analyses these texts through the theoretical lens of education as social reproduction with a view to identifying their ideological assumptions about the purpose of talk in the curriculum. Discussion considers how such assumptions may influence classroom practice and contribute to the teachers’ understanding of the role of oracy within the primary classroom. The article concludes that whilst both texts might suggest a socially reproductive approach to education, both have the potential to empower the learner through the skilful implementation of oracy as the foundation of teaching and learning.     

柳宗元对问文学研究

在辩析对宋玉《对楚王问》和屈原《渔父》的争议的基础上，探讨了对问文学的定义及其论辩性，并对柳宗元的对问文学的继承和超越进行了研究。