课堂对话教学实施的偏向与解决策略  

Research on Deviations and Solutions of the Dialogue Teaching in the Classroom

作　　者：余瑶 YU Yao(Department of Education,Southwest University,Chongqing,400715,China;Chongqing University of Education,Chongqing,400065,China)

机构地区：[1]西南大学教育学部,重庆400715 [2]重庆第二师范学院,重庆400065

出　　处：《文化创新比较研究》2021年第8期86-88,共3页Comparative Study of Cultural Innovation

基　　金：重庆市高等教育教学改革研究项目“课例研究在全科师范生学科教学知识教学中的应用”(项目编号:193266)。

摘　　要：对话教学是师生在民主、平等的氛围中,通过沟通与交流,开展的建构性学习活动,具有对话主体平等与差异相融,对话内容聚焦与开放统一,对话实施情景与生成共生等本质特征。但是实际课堂实施中,存在着教师霸权、优生偏好、追求形式、弹性不足和价值缺失等偏向。针对以上问题,提出了相应的有效对话教学实施策略。Dialogue teaching is a constructive learning activity,carried out by teachers and students,through communication and exchange,in a democratic and equal atmosphere.It has such essential characteristics as the harmony between equality and difference of dialogue subjects,the unity between focus and openness of dialogue content,and the interaction between context and generation of dialogue implementation.However,in actual classroom implementation,there exist such deviations as teacher hegemony,top student preference,pursuit of form,lack of flexibility,and lack of value.On this basis,it thoroughly and deeply explores the strategies to solve the problems,and gives constructive personal suggestions.

关 键 词：对话教学 实施偏向 预设生成 解决策略 

分 类 号：G641[文化科学—高等教育学]