理解科学学习过程中的话语认同——基于课堂论证的互动分析

Understanding Discourse Identity in Science Learning——Based on the Interaction Analysis of Classroom Argumentation

论证是科学社区重要的话语实践形式,将论证引入课堂需要学生使用符合学科规范的话语体系,形成对科学话语的认同感。本研究基于社会文化和社会语言学理论,以上海市某初级中学六年级学生科学课堂的论证活动为背景,探究教师如何帮助学生建立科学话语认同感,促进学生平等、有效地参与科学论证。课堂视频互动分析结果表明教师创设了一个具有全纳性的对话空间,并最大程度地利用混杂性,帮助学生从正确答案的被动接受者变成竞争性观点的积极提出者和评估者。

Argumentation is the important discourse practice in scientific community. Introducing it to classroom requires students use the discourse system which is fit with disciplinary norms and form the corresponding discursive identity. By drawing on sociocultural and sociolinguistic accounts, this study sought to understand how teaching, as enacted in Grade -6 argumentative activities in science classroom in a Shanghai Middle School, affords students opportunities for discursive identity construction and facilitates students’ equal and effective participation in scientific argumentation. The interaction analysis of video data revealed that teacher created an inclusive dialogue space and utilized its heterogeneity extremely, which help students move from passive receivers of correct answer to active constructors and evaluators of competitive claims.