通过对话探究促进学生思维发展:一项基于英语专业精读课堂的案例研究  

Developing students’thinking skills through dialogic inquiry:A case study on English majors’intensive reading class

作　　者：杜小双 张莲[2] DU Xiaoshuang;ZHANG Lian

机构地区：[1]华中师范大学 [2]北京外国语大学

出　　处：《外语教育研究前沿》2023年第3期56-63,95,共9页Foreign Language Education in China

基　　金：北京外国语大学“双一流”建设重大标志性项目“思辨英语教学研究与推广”(项目编号:2021SYLZD002)的阶段性研究成果。

摘　　要：对话探究(dialogic inquiry)指通过对话的方式解决问题和共建知识的过程。本研究采用社会文化理论视角,选取国内某重点高校英语专业精读课堂作为个案,运用量化与质性相结合的课堂话语分析方法,考察该课堂一学期内师生对话探究的总体特点及其促进学生思维发展的过程。分析结果显示:1)案例课堂中师生对话探究的特点是教师主导下学生自由参与的对话方式,以及开放式和高阶认知层级的问答,这些特点为高阶思维活动创造了机会;2)对话探究促进思维发展的内在机制是其推动了科学概念和日常概念的相互对接与转化,促使学生调整和重组日常概念、利用和内化科学概念;同时学生的高阶思维活动有所增加,思维质量有所提高。本研究可为英语专业基础阶段语言技能课堂对话的设计与实施提供启示。Dialogic inquiry means solving problems and co-constructing knowledge through dialogues.Taking the sociocultural theory perspective,this study selected one intensive reading class for English majors from a key university in China as the case and analyzed the overall characteristics of the teacher-student dialogic inquiry in the class over an academic term,as well as the process of how the dialogic inquiry promoted students’thinking skills development through quantitative and qualitative classroom discourse analysis methods.The study has the following findings.First,the characteristics of the teacher-student dialogic inquiry in the class were teacher-led dialogues with students’free participation,open-ended and high-order questions and answers,which created opportunities for high-order thinking activities.Second,the underlying mechanism of teacher-student dialogic inquiry promoting students’thinking skills development was that dialogic inquiry facilitated the integration and transformation of scientific concepts and everyday concepts.Students utilized and internalized scientific concepts while adjusting and restructuring everyday concepts,which increased high-order thinking activities and enhanced thinking skills.The study has implications for the design and implementation of classroom dialogues in language skills classes for English majors.

关 键 词：对话探究 思维发展 科学概念 社会文化理论 

分 类 号：H319[语言文字—英语]