数学课堂师生对话分析的内容框架构建  

Construction of a Content Framework for the Analysis of Mathematics Classroom Teacher-Student Conversation

作　　者：刘兰英[1] 

机构地区：[1]上海师范大学基础教育发展中心

出　　处：《全球教育展望》2013年第5期91-99,共9页Global Education

基　　金：教育部人文社会科学研究青年基金项目"课堂教学对话分析体系的构建及其应用"(项目编号:11YJC880070);上海市教育科学规划项目"基于课堂互动的教学评价指标体系的构建"(项目编号:B10028);教育部人文社会科学重点研究基地研究项目"基于理论与实践对话的教学创新研究"(项目编号:07JJD880233)的阶段性成果

摘　　要：数学课堂教学是师生对话和互动发展的过程。从教师视角出发,综合社会文化理论和国外文献研究成果,构建数学课堂师生对话分析的内容框架,对有效诊断和改进数学课堂师生对话问题,具有重要现实意义。本研究发现,数学课堂师生对话的内容框架由数学课堂语言、数学意义建构和数学课堂文化三个维度及其内含的十个核心要素构成。Mathematics classroom instruction is a process of teacher - student interaction and mutual development. From teacher＇ view, the study constructs a content framework for the analysis of mathematics classroom teacher - student conversation by combining the sociocuhural theory and literature research. This framework is made up of three dimensions （mathematics classroom language, mathematics meaning making and mathematics classroom culture） and ten elements. The conclusion is of practical significance in the problem diagnosis of mathematics classroom teacher - student conversation and carrying out targeted teacher training programs.

关 键 词：数学课堂 师生对话分析 内容框架 

分 类 号：G633.6[文化科学—教育学]