课堂话语研究的范式演进与实践转型——从“会话”走向“对话”
发布时间：2018-09-09 12:15
【摘要】：课堂话语的实践价值取向决定课堂话语研究不能仅仅满足于课堂话语互动形态的"理论阐释",而应更多关注其深层结构中师生交往对话建构的实践品质。本文首先基于IRF课堂话语原型结构的批判解读,指出通常由"会话"驱动的惯例性课堂话语往往耽于知识的平面传输,其教学效能低下的关键原因在于"对话精神"的内在缺失。为进一步探寻课堂话语研究的得失与进路,文章通过回溯梳理话语本体研究的三种主要学术范式,揭示了课堂话语研究从"客观"转向"主观",从"批评"转向"建构"的后现代对话哲学演进路向,为课堂话语的学术研究与价值践行走出"坐而论道"的形式化框限提供识认论参照。文章认为,课堂话语研究的核心使命在于建构生命型对话课堂,即在"对话精神"浸润下,通过"有思想的"行动言说,从课堂话语深层结构重塑师生互动形态,不断从"会话"走向"对话",以深度推进课堂话语学术研究的范式转型。
[Abstract]:The practical value orientation of classroom discourse determines that the study of classroom discourse should not only be satisfied with the "theoretical interpretation" of classroom discourse interaction, but should pay more attention to the practical quality of the construction of communication and dialogue between teachers and students in its deep structure. Based on the critical interpretation of the prototype structure of IRF classroom discourse, this paper first points out that the conventional classroom discourse, which is usually driven by "conversation", is often prone to the plane transmission of knowledge. The key reason for its low teaching efficiency lies in the inner deficiency of the spirit of dialogue. In order to further explore the gains and losses of classroom discourse research, this paper reviews the three main academic paradigms of discourse ontology research. It reveals the evolution of post-modern dialogue philosophy from "objective" to "subjective" and from "criticism" to "construction" in classroom discourse research. It provides a reference for the academic research and value practice of classroom discourse to walk out of the formalized frame of "talk while sitting and talking about the Tao". The paper holds that the core mission of classroom discourse research is to construct a life-type dialogue classroom, that is, to reshape the teacher-student interaction form from the deep structure of classroom discourse under the infiltration of "dialogue spirit" and "thoughtful" action speech. From "conversation" to "dialogue", the paradigm transformation of classroom discourse academic research is pushed forward in depth.
【作者单位】： 湖州师范学院求真学院;上海外国语大学上海外语教育出版社;
【基金】：全国高校外语教学科研项目“对话视域下外语课堂有效教学研究”(项目编号:2014ZJ0014A)的部分研究成果
【分类号】：H319.3
[Abstract]:The practical value orientation of classroom discourse determines that the study of classroom discourse should not only be satisfied with the "theoretical interpretation" of classroom discourse interaction, but should pay more attention to the practical quality of the construction of communication and dialogue between teachers and students in its deep structure. Based on the critical interpretation of the prototype structure of IRF classroom discourse, this paper first points out that the conventional classroom discourse, which is usually driven by "conversation", is often prone to the plane transmission of knowledge. The key reason for its low teaching efficiency lies in the inner deficiency of the spirit of dialogue. In order to further explore the gains and losses of classroom discourse research, this paper reviews the three main academic paradigms of discourse ontology research. It reveals the evolution of post-modern dialogue philosophy from "objective" to "subjective" and from "criticism" to "construction" in classroom discourse research. It provides a reference for the academic research and value practice of classroom discourse to walk out of the formalized frame of "talk while sitting and talking about the Tao". The paper holds that the core mission of classroom discourse research is to construct a life-type dialogue classroom, that is, to reshape the teacher-student interaction form from the deep structure of classroom discourse under the infiltration of "dialogue spirit" and "thoughtful" action speech. From "conversation" to "dialogue", the paradigm transformation of classroom discourse academic research is pushed forward in depth.
【作者单位】： 湖州师范学院求真学院;上海外国语大学上海外语教育出版社;
【基金】：全国高校外语教学科研项目“对话视域下外语课堂有效教学研究”(项目编号:2014ZJ0014A)的部分研究成果
【分类号】：H319.3
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