建构观下课堂会话身份研究——从Zimmerman会话身份理论到对外汉语示范课堂  

Research on Identity in Classroom Conversations from the Perspective of Constructivism:Application of Zimmermans Conversation Identity Theory to TCSOL Model Class

作　　者：田笑[1,2] 黄金声[1] 

机构地区：[1]武汉大学文学院,湖北武汉430072 [2]荷兰莱顿大学语言中心

出　　处：《华文教学与研究》2015年第4期66-76,共11页TCSOL Studies

基　　金：国家建设高水平大学公派研究生项目(201506270015)~~

摘　　要：在Zimmerman会话身份理论的基础上,根据课堂会话机构性质和会话的即时性,探究了话语身份,情景身份和可迁移身份之间的关系。在此基础上,结合对外汉语示范课堂语料,具体阐述了相关概念,重点对对外汉语示范课堂可迁移身份的建构形式进行了探究,指出了老师引导学生建构可迁移身份,老师主动建构可迁移身份,学生主动建构可迁移身份三种建构形式,以期帮助师生明了课堂会话可迁移身份的建构过程,提高动态课堂教学与交际的效果。Based on the conversation identity theory of Zimmerman, and combined with the institutional nature of classroom conversation and the instant nature of conversations, the article probes into the relationship between discourse identity, situat- ed identity and transportable identity. By analyzing data drawn from the TCSOL （teaching Chinese to speakers of other lan- guages） model classroom conversations, this paper specifically elaborates the relevant concepts and focuses on the research on the constructive forms of variant identity. It argues that teacher guides students to construct variant identity, teacher constructs variant identity actively and students construct variant identity actively. The analysis may help teachers and students clearly understand the construction process of transportable identities, thus to enhance the effectiveness of teaching and communication in dynamic class.

关 键 词：建构观 课堂会话 身份 对外汉语示范课 

分 类 号：H195.3[语言文字—汉语]