中美“价值教育”公开课的师生言语互动比较  

A Comparison of Teacher-student Verbal Interaction in “Values Education” Open Class between China and America

作　　者：叶冬连[1] 万昆[2] 庄玲[1] 

机构地区：[1]上饶师范学院物理与电子信息学院,江西上饶334000 [2]华南师范大学教育信息技术学院,广东广州5100631

出　　处：《现代教育技术》2016年第1期39-45,共7页Modern Educational Technology

基　　金：江西省教育科学十二五规划课题"MOOC对地方师范院校学生影响的实证研究"(项目编号:15YB130);华南师范大学学生课外科研一般项目"基于优课的师生互动分析与优化策略研究"(项目编号:15JXGA01)的阶段性研究成果

摘　　要：美国"道德推理课"与中国"高校道德修养课"同为"价值教育"公开课。文章从师生言语互动的角度,采用社会网络分析法与弗兰德斯互动系统,对师生互动结构、师生互动过程进行了研究。结果表明,虽然中美课程在形式上存在略微差异,但两者的本质均是以教师为中心的互动结构,不同之处在于师生互动过程中师生言语量体现对话与权威、教师语言作用突显间接与直接、课堂气氛存在融洽与旁观等。研究还发现,中美课程在师生言语互动的差异并不是具体教学法上的不同,而是在培养目标、课程设置方面所表现出的精英教育与大众教育之培养理念的差异。＂Moral Reasoning Lesson＂ in America and the ＂Moral Cultivation Course＂ in China are both ＂Values Education＂ open class. From the perspective of verbal interaction between teacher and student, the paper researched the teacher-student interaction structure and process by social network analysis and Flanders interaction system. The results shown that, although there was little difference of course form between China and America, the essence of the both were the interaction structure with the teacher as the center. The differences were that speech reflected dialogue and authority, the role of teacher talk featured indirect and direct, the classroom atmosphere existed harmony and sidelines in the process of the teacher-student interaction. The paper also discovered that the teacher-student interaction difference between China and America course was not reflected in the aspect of specific teaching approach, but in the aspects of training objectives and curriculum installation which manifested the difference of cultivation conception between elite education and mass education.

关 键 词：价值教育 师生言语互动 弗兰德斯互动系统 社会网络分析 

分 类 号：G40-057[文化科学—教育学原理]