以学习者为中心的课堂对话:理论框架与案例分析

Learner-centered Classroom Dialogue: Theoretical Framework and Case Analysis

课堂对话是我国中小学常用的教学方式,以学习者为中心是其内在的价值追求。基于这一背景,本文从教育发展的整体目标和取向、教育的实践途径、课程设计、学习环境和教学过程四个层面,分析“以学习者为中心”的理论涵意,进而研究这四个层面投射到课堂教学时,“以学习者为中心”的主要原则是什么。本文将其概括为:对于学习者先前知识经验的关注、学习者知识建构的参与性和主导性、学习者形成(中)的观点的呈现以及分析、脚手架的适应性特征以及学习者之间的互动。基于这一理论框架,本文建构了学习者为中心的课堂对话分析框架,用于课堂观察和课堂视频分析,并通过案例分析展示其可用性。

“Learner-centeredness” is the inherent value for classroom dialogue, which is one of the main teaching methods in primary and secondary schools in China. This paper analyzes theoretically the implications of learner-centeredness in terms of overall goals and orientation of education, the practical approach to education, curriculum design, and learning environment and teaching process. The four dimensions will converge into teaching-learning processes in the classroom. According to the theoretical analysis, the main principles of the learner-centered classroom dialogue are summarized below: attending to the prior knowledge and experience, the engagement and dominance of learners in knowledge construction, the presentation of learners’ perspectives followed by analysis, the adaptiveness of scaffoldings, and the interaction between learners. The paper then constructs a framework for the observation and analysis of learner-centered classroom dialogue and demonstrates its usability through a case study.