小学语文课堂师生互动中的教师话语分析——基于理性思维教学的视角  

Analysis of Teacher Discourse in Teacher-Student Interaction in Elementary School Language Classroom—Based on the Perspective of Teaching Rational Thinking

作　　者：黄冕 HUANG Mian(Institute of Basic Education,Sichuan Normal University,Chengdu 610066,China;Xichang Minzu Preschool Normal College,Xichang Sichuan 615000,China)

机构地区：[1]四川师范大学基础教育研究院,成都610066 [2]西昌民族幼儿师范高等专科学校,四川西昌615000

出　　处：《齐齐哈尔高等师范专科学校学报》2025年第1期127-131,共5页Journal of Qiqihar Teachers College

基　　金：四川省哲学社会科学重点研究基地四川省教师教育研究中心2024年专项项目“民族地区教师职前职后‘一体化’发展模式研究”,项目编号:TER2024-053。

摘　　要：语文教师教学话语是培养学生理性思维的重要指引。本文以4位小学语文教学名师的10节课堂实录为样本,对具有理性思维要素的课堂教师话语进行分析和探讨。研究发现4位语文教师能够聚焦探究过程,培养学生归纳演绎能力;关注因果关系,培养学生分析推理能力;注重质疑反思,培养学生批判创新能力。提出教学语言的优化建议:应注重平等教师话语,践行交往理性;思想澄明,语言精准妥帖;动态生成,彰显实践智慧。Teaching discourse of language teachers is an important guide to cultivate students'rational thinking.Taking 10 classroom transcripts of four master elementary school language teachers as samples,classroom teacher discourse with elements of rational thinking is analyzed and explored.It was found that the four language teachers were able to focus on the process of inquiry to cultivate students'inductive-deductive ability;pay attention to cause-and-effect relationships to cultivate students'analytical reasoning ability;and focus on questioning and reflecting to cultivate students'critical innovation ability.And then they put forward the optimization suggestions of teaching language,which should focus on equal teacher discourse,practice interaction rationality;clarity of thought,language precision and appropriateness;and dynamic generation,manifesting practical wisdom.

关 键 词：小学语文 课堂教师话语 理性思维 教师话语分析 Nvivo 

分 类 号：G42[文化科学—课程与教学论]