微观层面的中学英语教师发展:能产型课堂话语语步

The Micro Level of High School English Teacher Development: The Moves of a Productive Classroom Discourse

新课程标准核心素养强调学生知识、技能、情感、态度、价值观等多方面的综合发展。英语教学正是教师通过话语实现与学生的交际互动、情感支持、意义连通以及价值传递,进而达成概念解构与认知重构的过程。本文列举分析以转述/转问、重启、补充、推演、拓展、举例、等待为表征的中学英语教师能产型课堂话语语步,阐释能产型课堂话语语步的过程性与动态性内涵。结合维果斯基最近发展区理论及支架理论,提出"话语—话语"互动界面、"话语—情感"支持界面、"话语—意义"连通界面、"话语—价值"传递界面以及"话语—活动"联动模式构成的高中英语支架式教学模式,以及四位一体的教师课堂话语构建体系。并建议中学英语教师与教育研究者应多关注课堂教学的微观层面,回归语言教学的交互性,构建英语教师优质课堂话语语步以便从微观层面优化英语教师发展。

Although foreign language education policies and classroom teaching methods have been constantly updating,there are still many obstacles. The Key Competence emphasizes the comprehensive development of students’ knowledge,skills,emotions,attitudes and values. Language teaching is a sort of language activity. Its classroom teaching method should be discourse-based and discourse-driven. English teaching is a process for teachers to conduct the conceptual deconstruction and knowledge reconstruction through communicative interaction,emotional support,meaning connectivity and value transfer in classroom discourse. This paper analyses the process and dynamic connotation of the productive classroom discourse moves of high school English teachers,which is characterized by revoicing,restarting,adding on,reasoning,extending,exampling and waiting. Based on the theory of Vygotsky’s zone of proximal development and scaffolding theory,this paper puts forward the interaction interface of "discoursediscourse""discourse-emotion""discourse-meaning""discourse-value""discourse-activity"as the scaffolds for English teaching and a four-in-one teacher’s classroom discourse construction system. The study suggests that high school English teachers and educational researchers should pay more attention to the micro level of classroom teaching,return to the interactivity of language teaching and build the productive classroom talk moves to optimize the English teacher development from the micro level.