深度教学的课堂话语特征——基于“架构-发展-评价”结构的审视

The Classroom Discourse Features of Deep Teaching:Based on the Examination of the Structure of"Framing-Developing-Evaluating"

实现深度教学是深化课堂改革的重要诉求,深度教学并非教师单方面的表现,而是教师与学生双向互动产生的结果,因此课堂话语分析成了探究深度教学特征最为直观的途径。研究依据哈佛教育学博士迈耶提出的"架构-发展-评价"编码结构对20个深度教学课例中的师生的话步进行了编码、统计和分析,发现深度教学的师生话语具有以下特征,在话语序列结构上,突破了传统的I-R-F结构中固有的话步的类型和归属,实现了深层持续对话。在师生的参与结构上,学生们通过引入和架构问题,评价和确认解释,主动参与了知识建构的过程。从交流基调来看,深度教学的课堂话语具有民主、亲和的基调。

The realization of deep teaching is an important requirement for deepening classroom reform.deep teaching is not a unilateral performance of teachers,but the result of two-way interaction between teachers and students.Therefore,discourse analysis is the most intuitive way to explore the characteristics of teacher-student interaction in deep teaching.Based on the"Framing-Developing-Evaluating"coding structure proposed by Harvard Ph.D.Meyer,the study has coded,counted and analyzed the steps of(a)teachers and students in 20 depth teaching lesson examples,and found the depth The teacher-student discourse in teaching has the following characteristics.In terms of the structure of discourse sequence,it breaks through the inherent type and attribution of discourse in the traditional I-R-F structure,and realizes a deep and continuous dialogue.In the structure of teacher-student participation,students actively participate in the process of knowledge construction by introducing and structuring problems,evaluating and confirming explanations.From the perspective of communication tone,the classroom discourse of in-depth teaching has a democratic and friendly tone.