直播教学中师生对话互动模式与特征分析

Analysis of Patterns and Characteristics of Teacher-Student Dialogue Interaction in Live Teaching

直播教学自新冠肺炎疫情以来已成为在线教学的重要形式,其师生对话互动的特征与规律是在线教学研究的重要议题。然而已有分析框架或工具大多只从某一个或两个方面对师生对话进行研究,未能全面挖掘并揭示课堂师生对话的全貌。基于互动模式、知识建构与课堂文化的三维师生对话互动分析框架,对一门小班直播课师生互动特征与规律进行深入考察发现:直播教学中师生对话包括无技术参与、技术辅助反馈、技术操作回应以及被中断的对话等12种互动模式,但以无技术参与的一对一单向三元对话为主,技术在促进师生对话互动中的作用不明显;知识建构主要发生在教师学术性提问引发的师生对话中,且以教师低层次认知类问题和学生的简单认知回答为主,缺少深层次认知加工与集体知识探究和创造;课堂文化呈现出知识讲授式的权威控制型特征,基于社会建构的集体探究与创新文化尚未形成,师生相互尊重与支持、平等友好、民主参与的文化特征开始萌芽。未来直播教学中,教师还需深入挖掘直播互动技术功能,发挥直播课新空间优势,探索直播课课堂文化中自由与约束、自主与控制新的平衡点,激励和支持高质量课堂对话,推动直播课从知识讲授式课堂向知识建构式课堂转变。

Since the outbreak of COVID-19, live teaching has become an important form of online teaching.And the characteristics and rules of teacher-student dialogue interaction are important topics of online teaching research. However, most existing analytical frameworks or tools only focus on teacher-student dialogue from one or two aspects, failing to comprehensively explore the whole picture of it. An in-depth examination of the characteristics and rules of student-teacher interaction in a small live class based on a three-dimensional framework of interaction patterns, knowledge construction and classroom culture revealed the following results. The teacher-student dialogue in live teaching includes twelve interaction modes such as the interaction without the involvement of technology, technology-assisted feedback, technology-operated response and interrupted dialogue.Among them, the one-to-one one-way ternary dialogue without the involvement of technology is predominant,which suggests the role of technology in facilitating teacher-student dialogue interaction is not obvious. Knowledge construction mainly occurs in teacher-student dialogues triggered by teachers’ academic questions and is dominated by teachers’ low-level cognitive questions and students’ simple cognitive responses, lacking deep-level cognitive processing and inquiry and creation of collective knowledge. Classroom culture reveals the authoritative and controlling characteristics of a knowledge-teaching style, the culture of collective inquiry and innovation based on social construction has not yet been formed, and the cultural characteristics such as mutual respect and support,equality and friendship, and democratic participation between teachers and students are beginning to emerge. In the future, teachers need to deeply explore the interactive technology functions of live teaching, give full play to the new spatial advantages of live classes, explore the new balance of freedom and restraint, autonomy and control in the classroom culture of live classes, stimulate and support high-quality classroom dialogue, and promote the shift of live classes from knowledge-teaching classes to knowledge-constructing classes.