对话与课堂——回顾、反思与重构

Dialogue and Classroom—— Review,Reflection and Reconstruction

本文从对话本体论的多重维度入手,明晰对话及其相关概念的"和而不同",探讨教育领域不同层次上的对话定义与对话性的"殊途殊归",回顾对话与课堂的经典研究,反思已有研究中存在的主要问题:对话的定义在教育领域和课堂研究中理论——实证层面的不相吻合;对话应用于课堂的宏观理论建构的论证不足;对话与对话性两个概念的区分不够明确。结合二语习得理论建设的基本原则,本文提出重构对话应用于课堂的研究路径建议,以期为外语课堂教学宏观理论的建构提供启示。

The paper interprets the ontological meanings of dialogue from multi-dimensions, presents the distinct difference between dia- logue and its relevant concepts, discusses the difference between varying interpretations of dialogue and dialogicity at different levels in education. The incompatible gap between the definitions of dialogue in the educational field and those in the classroom theoretical-empirical studies; the lack of both macro theory construction as well as the vagueness between the explanation of dia- logue and that of dialogicity is regarded as the main existing problems and are reflected according to the basic principles of SLA theory construction. Finally, the present study gives the suggestions for the reconstruction of the theory in which dialogue is applied to classroom and provides implications for macro pedagogical theory construction of foreign language classrooms.