课堂对话如何促进教育公平实践——基于社会文化理论的考察  

How Classroom Dialogue Promotes Education Equity Practice——Investigation Based on Sociocultural Theory

作　　者：胡华 HU Hua

机构地区：[1]华东师范大学教育学部国际与比较教育研究所,上海200062

出　　处：《现代远程教育研究》2023年第1期29-36,48,共9页Modern Distance Education Research

基　　金：2017年度教育部人文社会科学研究规划基金项目“课堂对话的视频分析研究”(17YJA880109)。

摘　　要：教育公平是一个亘古弥新的研究话题。长久以来,学界更多从宏观政策上探讨教育公平这一社会性议题。随着教育政策的推进和落地实施,近年来“教育公平如何落实到具体的教学实践之中”这一问题日益受到关注。社会文化理论强调个体的社会文化经验对学习的影响,注重对话在课堂互动中的作用,其为课堂教育公平研究提供了新颖视角和理论依据。从社会文化理论视角来看,课堂对话作为知识与意义建构、互动与交流的工具与媒介,恰能为揭示、解释与理解教育过程公平和学校内部公平提供重要的微观证据。从课堂对话层面来审视当前课堂教学过程可发现,课堂中的教育不公平现象主要体现在课堂对话追求效率而忽视公平、优等生拥有绝对优先对话机会、课堂对话形式与内容忽视文化多样性、课堂对话机会存在性别差异等方面。未来为在课堂教学实践层面促进教育公平,一方面需要形成“以学习者为中心”的教学理念和对话实践,另一方面需要不断提升教师的文化敏感性,从而促进多元对话内容与学生先前知识及经验的有效联结。Education equity is an everlasting research issue. For a long time, scholars primarily discussed education equity as a social issue from the perspective of macro policy. With the promotion and implementation of educational policies, the issue of“how to integrate educational equity into specific teaching practice”has gained increasing attention in recent years. The sociocultural theory emphasizes the influence of individuals’ sociocultural experience on learning, as well as the role of dialogue in classroom interaction, which provides a novel theoretical basis for the study of education equity. According to sociocultural theory, classroom dialogue, as a tool and medium for knowledge and meaning construction, interaction and communication, can provide significant micro evidence to reveal, explain and understand the equity of education process and equity within schools. From the perspective of classroom dialogue, inequity in the current classroom teaching includes the pursuit of efficiency with an ignorance of fairness in classroom dialogue, the absolute priority given to top students, the neglect of cultural diversity in form and content of classroom dialogue, and the gender differences in classroom dialogue opportunities. In order to promote education equity in classroom teaching practice in the future, on the one hand, it is necessary to develop a“learner-centered”teaching concept and dialogue practice, and on the other hand, teachers need to continue to develop their cultural sensitivity, so that they may be able to connect the content of diverse dialogue with students’ previous knowledge and experience effectively.

关 键 词：教育公平 课堂对话 课堂教学实践 社会文化理论 

分 类 号：G434[文化科学—教育学]