课堂话语研究的范式演进与实践转型——从“会话”走向“对话”

A Practice-oriented Paradigm Shift of CDA in Classroom Context:From Conversation to Dialogue

课堂话语的实践价值取向决定课堂话语研究不能仅仅满足于课堂话语互动形态的"理论阐释",而应更多关注其深层结构中师生交往对话建构的实践品质。本文首先基于IRF课堂话语原型结构的批判解读,指出通常由"会话"驱动的惯例性课堂话语往往耽于知识的平面传输,其教学效能低下的关键原因在于"对话精神"的内在缺失。为进一步探寻课堂话语研究的得失与进路,文章通过回溯梳理话语本体研究的三种主要学术范式,揭示了课堂话语研究从"客观"转向"主观",从"批评"转向"建构"的后现代对话哲学演进路向,为课堂话语的学术研究与价值践行走出"坐而论道"的形式化框限提供识认论参照。文章认为,课堂话语研究的核心使命在于建构生命型对话课堂,即在"对话精神"浸润下,通过"有思想的"行动言说,从课堂话语深层结构重塑师生互动形态,不断从"会话"走向"对话",以深度推进课堂话语学术研究的范式转型。

To enhance teaching efficiency, the practice-orientated Classroom Disc0urse Analysis （CDA） entails dialogical construction of classroom interaction in deep structure rather than theoretical interpretation of its surface value. In light of ＂ dia- logic-driven＂ pedagogical stance, this paper takes a critical approach to IRF as a routinized sequence in conversation-driven classroom talk, only to find that the absence of its ＂dialogic spirit＂ compromises knowledge transaction in teacher-student in- teraction. Furthermore, the backtracking study on Discourse Analysis as an umbrella term together with its sub-disciplinary de- velopments reveals its deep-seated progressive pattern of dialogic postmodernism： from objective to subjective, from critical to constructive, which accordingly：indicates a paradigm shift of CDA from conversation to d/a/ogue, from ＂talk＂ to ＂walk＂. Based on the observations above, we advocate that the pedagogical realization of CDA as an academic enterprise, rather than an arm- chair theory, be achieved through its construction of life-to-life dialogue, aiming at reflective action. Arguably, it takes dialog- ic spirit to make a real change in deep structure of classroom interaction and CDA research as well.