从师生话语的显著性行为审视小学课堂对话教学——基于交互序列分析软件(GSEQ)的编码分析

Examining the mode of classroom dialogue from the salient behavior of teachers and students′discourse:coding analysis based on Generalized Sequential Querier(GSEQ)

话语分析作为课堂教学的主流研究方法,得到了教育界的广泛关注。在综合分析已有话语行为研究的基础上,构建了课堂话语分析框架。依据该框架从教师语言、学生语言、沉默或混乱3个方面对两节课进行量化编码,并借助GSEQ软件分析师生话语中的显著性行为特征,剖析对话教学存在的问题。分析发现:两节课堂的教师在教学过程中更关注自身话语的输出,且话语类别以讲授和指令话语为主;两节课堂的学生习惯于被动应答,主动提问意识薄弱;融洽的学习氛围是学生敢于主动反应和主动提问的重要因素。基于这些发现,提出以下建议:构建民主、和谐的课堂氛围,以促进师生平等对话;设计有效的课堂问题,鼓励学生主动提问,以提高学生的课堂参与度。

As a mainstream research method in classroom teaching,discourse analysis has been widely concerned by the educational community.Based on a comprehensive analysis of existing research on discourse behavior,a framework for analyzing classroom discourse was constructed.Using this framework,two class sessions were quantitatively coded from three aspects:teacher language,student language,and silence or confusion.The significant behavioral features in the dialogue between teachers and students were analyzed using GSEQ software to dissect the problems in dialogue teaching.Through the analysis,the following issues were identified:In both class sessions,teachers focused more on their own speech output during the teaching process,with lecture and instructional speech being the main categories.Students in both class sessions tended to passively respond,with a weak sense of asking questions.A harmonious learning atmosphere in class B was found to be an important factor in encouraging students to actively respond and ask questions.Based on these findings,the following recommendations are proposed:A democratic and harmonious classroom atmosphere should be established to promote equal dialogue between teachers and students.Effective classroom questions should be designed to encourage students to ask questions actively,thereby increasing their classroom participation.