征询式课堂回音意义建构的机制与过程

The Mechanism and Process of Meaning Construction of Inquiring Revoicing in Classrooms

教师通过征询式课堂回音可以建构理想的学习共同体,帮助学生完成对知识的递进式探索,并有可能引发课堂争论。这些意义的达成与教师在回音当下建构的多重身份,以及教师在再次提及学生回应内容基础上提供的新信息有关。教师可以通过征询式课堂回音加强学习共同体成员之间的联系,从而建构理想的学习共同体。同时,教师应意识到话语策略的工具属性,加强对课堂话语的反思和探究,动态优化教学实践。

Teachers can construct an ideal learning community through inquiring revoicing in classrooms, help students complete progressive exploration of knowledge, and may trigger classroom debates. The achievement of these meanings is related to the multiple identities constructed by teachers at the moment of revoicing, and the new information provided by teachers based on the content of students' responses. Teachers can strengthen the connection between members of the learning community through inquiring revoicing, thereby constructing an ideal learning community. At the same time, teachers should be aware of the instrumental attributes of discursive strategies, strengthen reflection and exploration of classroom discourse, and dynamically optimize teaching practices.