指向核心素养的乡村小学课堂话语互动分析  

Classroom Discourse Interaction of Rural Primary Schools Oriented to Core Literacy

作　　者：索磊[1] 姚珠钦 SUO Lei;YAO Zhuqin(School of Education and Psychology,Minnan Normal University,Zhangzhou 363000,China)

机构地区：[1]闽南师范大学教育与心理学院,福建漳州363000

出　　处：《宁波大学学报（教育科学版）》2024年第1期36-44,共9页Journal of Ningbo University(Educational Science Edition)

基　　金：全国教育科学“十四五”规划教育部重点课题“地方早期数学英才甄选与培育对策研究”(DHA210345);福建省教育科学“十四五”规划课题“核心素养视域下学科实践活动的设计与评价”(FJJKBK22-133)。

摘　　要：小学生核心素养的养成需要与之相适应的课堂话语互动。根据小学课堂师生对话分析框架,采用观察法、访谈法对乡村小学6节新授课课堂话语互动的现状进行考察,运用Braun和Clarke的主题分析框架并辅以Nvivo 11质性研究分析软件对资料进行整理分析。研究发现,乡村小学课堂话语中不利于学生核心素养养成的问题包括师生话语机会差距大,学生简单应答比重大,教师反馈以简单话语为主等方面。可以采取扩大学生的话语机会、注重学生回应话语的深度、发挥教师反馈话语的作用等策略改进乡村小学课堂话语互动,促进学生核心素养的发展。Classroom discourse interaction is vital to the cultivation of key competencies of primary school students.This paper used Liu Lanying’s dialogue analysis framework,the observation method,and the interview method to investigate the current situation of discourse interaction in six new classes in rural primary schools.It then employed Braun and Clarke’s theme analysis framework to analyze the data with Nvivo11 qualitative research software.The results showed that problems in the classroom discourse of rural primary schools that affect the cultivation of students’core literacy include the large gap between teachers and students in discourse opportunities,students’simple responses,and teachers’feedback in simple words.It therefore proposed that effective strategies can be taken such as expanding students’discourse opportunities,and mobilizing students’in-depth response discourse and teachers’feedback discourse to achieve the classroom discourse interaction in rural primary schools.

关 键 词：核心素养 课堂话语互动 乡村小学 

分 类 号：G620[文化科学—教育学]