聋校语文课堂师生对话结构与序列分析  

Analysis of the Structure and Sequence of Teacher-Student Dialogue in Chinese Class of a Deaf School

作　　者：吴冬连 王敏 葛新斌[1] WU Donglian;WANG Min;GE Xinbin(School of Special Education,South China Normal University,Guangzhou,531610)

机构地区：[1]华南师范大学教育科学学院,广州531610

出　　处：《中国特殊教育》2023年第3期29-38,共10页Chinese Journal of Special Education

摘　　要：课堂师生对话的有效性是保证聋校语文教学质量的关键,高质量的课堂师生对话有助于学生的知识构建与批判性思维的养成。为深入了解聋校语文课堂师生对话的“引发-回应-反馈”(Initiation-Response-Follow-up or Feedback,IRF)结构与其序列的特征,本研究首先对某聋校9个年级的9个语文课堂的师生对话IRF结构进行描述性统计,后借助滞后序列分析法进一步揭示师生对话IRF结构的显著序列。研究发现:聋校语文课堂师生对话的IRF结构以知识权威型为主;聋校语文课堂师生的生成共构型对话质量有待提高;聋校语文课堂师生的低效互动型对话仍旧存在,教师的等待和引导不足。最后,基于研究结果,提出对聋校语文课堂教学的若干建议。The effectiveness of classroom dialogue between teachers and students is the key to ensuring the quality of Chinese teaching in deaf schools.In order to understand the characteristics of the Initiation-Response-Follow-up or Feedback(IRF)structure and its sequence,this study first conducted descriptive statistics on the IRF structure of teacher-student dialogues in nine Chinese classes of nine grades in a deaf school,and then further revealed the significant sequence of IRF structure of teacher-student dialogues with the help of Lag Sequential Analysis(LSA).It found that:(1)the IRF structure of teacher-student dialogues in the Chinese class of deaf schools was dominated by the knowledge authority type;(2)the quality of the generative co-construction type of dialogues between teachers and students in the Chinese classroom of deaf schools should be improved.(3)The ineffective interaction type of teacher-student dialogue in the Chinese classroom of deaf schools still exists,and the teacher's waiting and guidance are insufficient.Finally,based on the results of the study,several suggestions for Chinese classroom teaching in deaf schools are proposed.

关 键 词：聋校语文课堂 师生对话 IRF结构 滞后序列分析 

分 类 号：G762[文化科学—特殊教育学]