师生关系中低调陈述的对话性分析

低调陈述是一种减低陈述断言力度的修辞手段,师生关系是教育活动中的一个基本关系,本文从巴赫金的对话理论的视角出发,将低调陈述限定于师生关系这个框架中,结合具体例子,分别分析其中的对话性,认为师生关系中的低调陈述蕴涵着对话关系,具有对话性,其中平等协商,互相尊重的对话的科学精神正是对话性的师生关系所需要的。     

商务英语沟通中低调陈述策略的顺应性研究

商务英语沟通中,沟通双方既合作又竞争的关系决定了沟通过程难免隐含矛盾和冲突,低调陈述策略正是沟通双方调和这一矛盾冲突的有效途径。文章通过详细阐述商务英语沟通中低调陈述策略的内涵和主要表现形式,分析了商务英语沟通中低调陈述策略的顺应性,从而说明低调陈述策略在商务英语沟通中的重要性。     

探究性对话:课堂交流的结构追求

就课堂交流的结构而言,主要包括形成性对话和探究性对话。探究性对话因其开放性特点,更能促成课堂教学对话,使课堂充满活力。探究性对话从其表现形式看,可分为垂直性互动和水平性互动。探究性对话反对过度追求意义的多元性,而是在尊重差异的基础上进行超越,达成临时性共识。     

试析教师教学的话语策略

师生的话语是推动教学过程的重要媒体。教师由引导变成对话必须消解教师权威、本权威,化陈述教材为问题设计。在对话状态下,教师要善于由引入性对话转向深入性对话。     

论对话教学的课堂实践形式

对话教学是在新课程背景下出现的一种新的教学形态,主要有言语型对话、理解型对话、反思型对话3种课堂实践形式。言语型对话是指以言语为主要表现形式的教学对话,可分为师生对话和生生对话;理解型对话是指人与文本的相互理解与阐释,包括师本对话和生本对话;反思型对话指以自我反思为主要手段的师、生的自我对话。在课堂上,几种对话形式密切联系、相互影响,共同构成错综复杂的对话教学实践形态。     

魏晋玄学的教学对话启示

魏晋玄学思想体系本身非常复杂,是儒释道等各种观念在特定历史时期逐渐碰撞、交流、融合而积淀的集体智慧结晶,它在表现形式和内容方面与新课程所倡导的教学对话理念有许多相似之处。从价值论、认识论与表现形式等方面整理、挖掘玄学思想中的教学对话意蕴,对完善教学对话理论、指导教学对话实践具有一定的借鉴作用。     

小学课堂教学中的师生“病态对话”现象及其消解策略

对话教学作为一种教学模式越来越受到学生的欢迎和教师的重视.观察与研究表明,小学课堂教学中的师生对话普遍存在“病态”现象.本文对“病态对话”的产生机制及其表现形式进行分析、归纳,并提出相应的消解策略.     

杜甫诗歌中的对话及对话性初探

杜甫诗歌中存在着大量的对话现象。杜甫将对话进行了创造性的转换并灵活地应用到诗歌的各种体裁之中。若从对话在诗歌中表现形式来看，大致可分为完整的对话(即它具备对话的各个要素)和不完整的对话(或对话主体缺席，或对话信息省略，姑称之为“对话性”)。对话及对话性在杜甫诗歌中的创造性应用，不仅大大增强了杜甫叙事的客观性和普遍性、情感的蕴藉性和复杂性，而且还传递和体现着杜甫独特的“诗史”思维和浓厚的人文精神。     

发挥新教材优势 培养学生学习能力

北师大版小学数学新教材更加关注学生的生活经验和社会、科技的发展。较好地体现了师生、生生和课本之间的交流对话,在表现形式和陈述方式上都是低年级学生所喜欢的。那么,如何才能发挥新教材的优势。达到培养学生能力的目的呢？下面就教学实践谈几点粗浅的体会。     

定义、模式、路径：学校对话管理初探

学校对话管理是指学校管理者平等地对待师生员工,关心、尊重和爱护师生,建立学校与教师、学生、家长、社区之间的对话机制。这是一种通过对话方式、体现对话精神、激发对话资质的学校管理方式。对学校对话管理进行理论探讨,需要明确其定义、构建其对话管理模式并确定其路径选择等。     

反思在对话中行进——谈小说《大浴女》的文体艺术

铁凝长篇小说<大浴女>反思主题的揭示在很大程度上得益于对复调性对话体的成功运用.这一文体在小说中主要有三种表现形式:人物自身内心的对话,人物之间的对话,人物自语式的长篇对话.对话体不仅是作品思想得以传达的有效方式,更有作家的自审意识为依托.文体、作家意识、作品思想三者实现完美契合,使对话体不再仅仅是一个艺术形式,而成为一个文化事件.这也是铁凝在文体文化上对中国新时期小说的贡献.     

从《节妇吟》的英译谈巴赫金对话理论对翻译研究的启示

对话理论是巴赫金思想的核心内容。巴赫金认为,对话性是文本产生和存在的基础。将对话理论带入翻译研究,从对话性角度审视翻译现象,可以更加全面地看待翻译中各主体间的复杂关系。以《节妇吟》的英译为例,分析翻译中各主体间的交流与对话的实现过程,以此揭示译者在翻译过程中所面临的多重困难。     

Towards a dialogic theory of how children learn to think

This paper develops a dialogic theory of thinking and of learning to think that has implications for education. The theory is offered as a contrast to theories that are based on both Piaget and Vygotsky. The paper proceeds by unpacking and interweaving three key concepts: dialogue, thinking and learning in order to argue that learning to think can be understood as a shift in self-identification towards becoming dialogue. This theory is then applied to the context of primary classrooms through the analysis of three short episodes of interaction. These analyses offer evidence that a dialogic theory of learning to think can offer new and valuable insights into classroom interaction with the potential to inform pedagogy.     

教育之对话本真及其对教育管理的启示

教育只有以本真的方式存在,才能永葆其本质。在中西方文化与教育的源头上,两位教育大师孔子和苏格拉底创造的对话教育之古典范本以原始、质朴和天然的方式呈现了教育的原生态和本真存在方式。教育赖以发生的几种主要形式都是以对话的样式存在的。教育之本真在对话,它以对话而存在,因对话而发展。教育对话本真对教育管理的启示在于:要采用顺应教育对话本真的管理方式,使教育管理更加人性化、科学化和民主化;要用对话重建教育管理的内在关系,形成一种内在的良性互动机制;要用对话促进教育管理去行政化;要用对话解放教育管理人性,释放教育管理内在活力与动力。     

Discourse forms in a classroom transitioning to student-centred scientific inquiry through co-teaching

Teacher–student discourse continues to be teacher-centred even though researchers and reform documents have recommended changes toward increased levels of student-centred discourse. In science education this situation is paralleled by effort to make scientific inquiry more student-centred. The purpose of this study was to investigate how discourse forms changed over time in a classroom where the regular teacher and his students were scaffolded in the transitioning to student-centred scientific inquiry. Video-recordings were collected at intervals over one academic year. Three prominent forms of discourse were identified: two teacher-authoritative forms and one more interactive, dialogic form. As the lessons increasingly turned into student-centred scientific inquiry, a shift to the dialogic discourse form was found. Co-teaching provided for (a) guidance towards an organisation of events in the classroom that included regular teacher–student dialogue (b) modelling of the more dialogic form of discourse.     

巴赫金的对话分析与《地下室手记》中的现代性问题

《地下室手记》自问世以来,就受到了广泛而热烈的关注,尤其是和各种现代理论发生了种种密切的关联, 本文认为,要透视该文本的这种丰富特质,就必须深入到巴赫金对此所作的“对话”分析之中,全面探讨这种“对话”的形式及其功能．从中可以发现,“对话”形式本身正是俄罗斯19世纪150年代那种“欠发达现代主义”的最好写照,而“对话”理论所展示出来的根本问题以及关注的“意识”,“思想”、“历史”诸层面,也正是观照现代性文化的必要视野。     

走向对话——试析美国华裔作家汤亭亭的《女勇士》

从巴赫金的对话理论角度理解,美国华裔作家汤亭亭的《女勇士》是一部充满对话的复调小说,它以文化之间的对话为主题,以母女之间的对话为枢纽,建构起了一张对话的网络,为各种思想意识提供了一个平等对话的平台。反映了少数族裔建构自己文化身份的复杂性和可能性。     

Promotion of participation and mediation in multicultural classrooms

This essay presents the theoretical framework and main results of a research on intercultural mediation which has been performed in eight multicultural classrooms of Italian secondary schools. Intercultural mediation is conceived as a form of dialogic communication which should empower empathic and equal relationships between the participants by changing the existent negative patterns (dialogic mediation). The empirical features of mediation have been investigated in the interactions between mediators and adolescents in the selected classrooms. The analysis demonstrated that some dialogic actions were effective in empowering students’ personal expressions, promoting effective reflections and new narratives about their relationships, and management of their conflicts. Two limitations of dialogic mediation emerged from the analysis: (1) dialogic actions were always effective in demonstrating mediators’ involvement and coordination with students, but they were only occasionally effective in promoting dialogue among students; (2) promotion of active participation was more frequently successful than coordination of reflection and conflict management.     

Electing to speak: professional dialogue in the context of Fellowship of the Higher Education Academy

Written submissions are traditionally used in the assessment of applications for Fellowship of the Higher Education Academy, with dialogue offering an alternative approach. Quite why individuals elect for dialogue has received little attention. Using a mixed methods approach, data were gathered from two Universities offering dialogic and written routes in their Fellowship schemes. Most individuals elected for dialogue, although this decision varied between Fellowship categories. Reasons for the choice were highly individual. This study demonstrates that dialogic approaches are popular with staff. However, we argue the importance of choice in Fellowship assessment options and recommend this to other academic developers.