教学对话与知识建构:语言学研究生问题意识反思

Pedagogical Dialogue and Knowledge Construction: Reflections on the Question Consciousness of Linguistics Graduate Students

问题意识是学术研究的起点,也是形成创造性思维的动力。研究生普遍缺乏问题意识是目前我国研究生教育中面临的突出问题。基于巴赫金的对话理论,本文提出语言学课程的对话教育观,将对话理念融入教师、文本和学生之间各类关系之中,展现教学的对话性和知识的建构性本质,揭示问题意识的主体性、对话性和思辨性特征,并指出语言学研究的问题意识来源于语言现实、学术使命和广泛阅读,可以通过开展“以问题为中心”的课堂教学和“以问题为导向”的科研训练进行培养。

Question consciousness is the starting point of academic research and the driving force of creative thinking. The lack of question consciousness among graduate students is a prominent problem in China’s graduate education. Based on Bakhtin’s Dialogic theory, this paper puts forward the dialogic education view of linguistics curriculum, integrates the dialogic concept into various relationships among teachers, texts and students, shows the dialogic nature of teaching and the constructive nature of knowledge, reveals the subjectivity, dialogism and speculative characteristics of question consciousness, and points out that problem consciousness in linguistic research originates from language reality, academic mission and extensive reading. It can be cultivated through “question-centered” classroom teaching and “question-oriented” scientific research training.