小学语文识字教学改进研究——基于课堂话语分析的视角  

The Research on the Improvement of Literacy Teaching in Primary School-Based on the Perspective of Classroom Discourse Analysis

作　　者：梁晓鸽 LIANG Xiaoge(Shanghai Lixin Accounting and Finance College Affiliated School,Shanghai 200129,China)

机构地区：[1]上海立信会计金融学院附属学校,上海200129

出　　处：《教育参考》2024年第6期85-89,96,共6页Education Approach

摘　　要：课堂话语分析研究是近几年国内兴起的一种课堂教学研究前沿理论。文章基于课堂话语分析的视角,观看、转录低年级识字单元教学视频,呈现小学语文识字教学中课堂话语互动的现状,阐述小学语文识字教学的困境。基于小学语文识字教学引入课堂话语分析的必要性,本文提出了识字教学课堂话语互动的应用策略:创造第三空间,课堂话语互动多模式化;根据问题类型,巧用回音策略。The study of classroom discourse analysis is an advanced theory of classroom teaching emerged in recent years.This paper,from the perspective of classroom discourse analysis,watches and transcribes the teaching videos of lower grade literacy units,presents the current situation of classroom discourse interaction in primary school Chinese literacy teaching,expounds the predicament of Chinese literacy teaching in primary schools.Based on the necessity of introducing classroom discourse analysis into primary school Chinese literacy teaching,the paper puts forward the application strategies of classroom discourse interaction in literacy teaching:creating the third space,multi-mode interaction of classroom discourse,and skillfully using revoicing strategies according to the types of questions.

关 键 词：课堂话语分析 识字教学 小学语文 

分 类 号：G623.22[文化科学—教育学]