聋校语文课堂师生对话特征分析  

Analysis of the Characteristics of Teacher-Student Dialogues in Deaf Schools’Chinese Classrooms

作　　者：王敏 吴冬连 李闻戈 葛新斌 WANG Min;WU Donglian;LI Wenge;GE Xinbin(Guangzhou Tianhe District Qihui School,Guangzhou,510655;School of Special Education,South China Normal University,Guangzhou,510631)

机构地区：[1]广州市天河区启慧学校,广州510655 [2]华南师范大学特殊教育学院,广州510631

出　　处：《现代特殊教育》2025年第6期38-46,共9页Modern Special Education

摘　　要：为了解聋校语文课堂师生对话中知识建构的现状及特征,运用华南师范大学提出的高质量课堂对话编码体系和关联规则序列挖掘法,分析G校9节语文课的师生对话。结果显示,G校语文课堂师生对话主要围绕基础知识展开,缺乏推理等高阶认知类对话;师生对话呈现“对称性”,限制了对话的多样性;师生对话处于知识建构初级阶段,对话序列较短,未能有效促进知识深入建构。基于以上结果,提出了改进聋校语文课堂师生对话质量的建议。To understand the current situation and characteristics of knowledge construction in teacher-student dialogues in deaf schools’Chinese classrooms,this study utilizes the Coding Instrument for Productive Classroom Dialogue and association rule sequence mining method proposed by the Artificial Intelligence and Classroom Teaching Research Center of South China Normal University to analyze teacher-student dialogues from 9 Chinese classes at School G.The results show that teacher-student dialogues at School G mainly revolve around basic knowledge,lacking higher-order cognitive dialogues such as reasoning;the dialogues exhibit“symmetry”,limiting their diversity;the dialogues are at an early stage of knowledge construction,with short sequences that fail to effectively promote in-depth knowledge construction.Based on the above results,several suggestions are made to improve the quality of teacher-student dialogues in deaf schools’Chinese classrooms.

关 键 词：聋校 语文课堂 师生对话 知识建构 关联规则 

分 类 号：G762[文化科学—特殊教育学]