培智生活语文课堂的话语分析及启示——基于培智三年级课堂话语的个案研究

Discourse Analysis and Enlightenment of Life-centered Chinese Course for Intellectual Disability: A Case Study Based on Third Grade

课堂教学是实施课程的关键环节,是提升教学质量的重要渠道。然而,从话语词汇、话语类型及话题与话权转换三个方面分析培智课堂话语现象发现:教师话语直接支配课堂,学生"原发声"匮乏;师生话语词汇差异较大;教师控制话题设置、转换、重组以及话权移交、占有与获取,形成了明显的话语"霸权"。其原因在于教师对学生能力意识与学生最近发展区的偏差、教师抽象语言的输入与学生具象思维间的落差、课堂单一指令问答与学生自由对话思考间的差距等。基于上述问题及原因提出相应的对策:转变教师对学生偏见,实现教师知识观与教学观的重塑;提供思维化语料输入,确保学生话语接受与外化;采用IRFRF对话模式,培养学生话语拾取与表达能力。

Classroom teaching is a key link in the implementation of the curriculum and an important channel for improving the quality of teaching.This dissertation analyzes the characteristics of disciplinary discourse from three aspects:discourse vocabulary,discourse type and topic and discourse conversion.Teacher discourse directly governs the classroom,and the discourse vocabulary of teachers and students is quite different.The students lack the'original voice'whilethe teacher controls the topic.There is significant discourse hegemony in set-up of conversion,reorganization,and transfer,possession,and acquisition of voice.It is due to the gap between teacher’s ability consciousness and the student’s recent development zone deviation,the gap between teacher’s abstract language input and the student’s figurative thinking,and the gap between the classroom single instruction question and the student’s free dialogue thinking.Based on the above problems and reasons,the article proposes corresponding countermeasures:changing teachers’prejudice against students,realizing the reshaping of teachers’knowledge view and teaching concept;providing thinking corpus input to ensure student discourse acceptance and externalization;using the IRFRF dialogue mode to develop students’ability to pick and speak words.