新手和熟手教师开展对话教学的比较——基于小学道德与法治课堂的干预研究

A Comparison of Novice and Experienced Teachers in Enacting Dialogic Teaching——A Classroom Intervention in Elementary Morality and Law Classrooms

对话教学是核心素养时代实现课堂教学变革的可行路径,为此亟待了解处于不同专业发展阶段的教师开展对话教学时展现出的特征及遇到的挑战。课题组在上海市某小学四年级的道德与法治课堂开展对话教学干预研究,与两名新手和两名熟手教师合作,共同开发教学材料,并为教师提供课堂互动策略指导。研究结果显示:四名教师高度认可对话教学对促进学生高阶思维的作用,且均能熟练使用对话教学中的基本话语引导策略;相较于新手教师,熟手教师的优势主要体现在教学的灵活性,包括能根据教学材料灵活调整对话教学策略,并能同时满足课堂中不同学业水平学生的需求;新手教师面临的挑战主要停留在课堂教学和管理层面,熟手教师则更关注教学设计以及如何推广对话教学。上述发现有助于为不同专业发展阶段的教师开展对话教学提供有针对性的支持,并对建设有助于培养学生高阶思维的道德与法治课堂具有重要启示。

Dialogic teaching constitutes a viable path towards transforming classroom teaching in the current age emphasizing students'key competencies.For this reason,it is imperative that we collaborate with teachers at different stages of professional development,with the goal of understanding characteristics they exhibit and obstacles they encounter when practicing dialogic teaching.The present study collaborated with two novice and two experienced teachers to participate in a dialogic teaching experiment of 4th grade Morality and Law classrooms in an elementary school in Shanghai.The experiment involved developing teaching materials and training teachers to implement classroom interactional strategies.The results revealed that the four teachers highly endorsed the conducive role dialogic teaching plays in promoting students'higher-order thinking,and they all successfully implemented basic interactional strategies in dialogic teaching.Compared with novice teachers,experienced teachers demonstrated enhanced flexibility in their teaching,manifested in their greater ability to tailor their dialogic teaching strategies based on teaching materials,as well as to meet the needs of students of different academic abilities.Challenges novice teachers encountered primarily lay in classroom teaching and management,whereas experienced teachers were more concerned with how to design and how to promote dialogic teaching.These findings hold significance for helping us provide professional support involving dialogic teaching that targets teachers'professional development level,as well as for building Morality and Law classrooms that facilitate the development of students'higher-order thinking.