探究式交谈:特征、实践价值与实施对策  

Exploratory Talk:Features,Practical Value and the Strategies for Enforcement

作　　者：张光陆[1] Zhang Guanglu(College of Teacher Education,Ningbo University,Ningbo Zhejiang 315211,China)

机构地区：[1]宁波大学教师教育学院,宁波315211

出　　处：《课程．教材．教法》2021年第7期84-90,共7页Curriculum，Teaching Material and Method

基　　金：国家社会科学基金教育学一般课题“深度学习视角下课堂话语互动的分析与改进研究”(BHA190157)。

摘　　要：探究式交谈与传统的演讲式交谈不同,具有发展性、宽容性、相互信任性以及批判式的共同构建性等特征。研究发现,探究式交谈能够有效提升学生的高阶思维能力,学生的深层次论证能力、合作解决问题的能力以及批判反思能力等都明显增强;能够构建合作型师生、生生关系,交谈中不但话轮有序转换,而且交谈参与者作为一个小组而互动,寻求共同理解;能够有效促进学生的自我理解。探究式交谈的有效实施需要构建新型互动学习观,构建新的课堂话语互动基础规则,设计开放性问题,提升课堂话语互动能力。In contrast to traditional presentational talk,exploratory talk is developing,tolerant,mutual trusted and critically constructive.Based on an analysis of exploratory talks in practice,the study reveals that exploratory talks are effective in enhancing students’ high order thinking skills,with significant increases in students’ ability to argue at a deeper level,collaborative problem-solving and critical reflection.They build collaborative student-teacher and student-student relationships,with conversations shift in an orderly fashion and participants interact as a group in search of shared understanding,and can effectively promote students’ self-understanding.The effective implementation of exploratory talks requires the construction of a new concept of interactive learning,the construction of new ground rules for classroom discourse interaction,the design of open-ended questions and the enhancement of classroom discourse interaction skills.

关 键 词：探究式交谈 课堂话语互动 高阶思维 

分 类 号：G42[文化科学—课程与教学论]