课堂回音:内涵阐释、价值意蕴及生成策略  

Classroom Revoicing:Connotation Interpretation,Value Implications and Generating Strategies

作　　者：林梓媛 魏善春[1] LIN Ziyuan;WEI Shanchun(Nanjing Normal University,Nanjing 210097)

机构地区：[1]南京师范大学教育科学学院,210097

出　　处：《教育科学研究》2025年第4期76-83,共8页Educational Science Research

基　　金：2017年度教育部人文社会科学研究规划基金项目“理念与行动:基于过程哲学的学校课堂变革新图景”(17YJA880075);2023年度江苏省研究生科研与实践创新计划项目“小学语文名师课堂回音的话语研究”(KYCX23_1577)的成果之一。

摘　　要：作为一种话语实践,课堂回音是使教学从程序化的知识传递走向主体间生命交往的创新引擎,意指教师通过“再次提及”学生话语的方式进行回应,具有情境生成性、主体交互性、潜在目的性及表征多元性等特征。课堂回音有益于师生整全生命的呈现与敞开,使双方话语权从“静态失衡”走向“动态平衡”,是构筑彼此负责与平等的师生关系、创造课堂中“多元复调交响”的重要中介。高品质课堂回音的生成需要师生、学校管理者及家长的协同发力,从引发话语互动的问题设计到具体情境中多模态回音的生成,从丰盈情感到实践生智,从课堂氛围的营造与家校环境的重构,培养学生的对话心向并打造回音生成的融合空间。As a discourse practice,classroom revoicing serves as an innovative engine that shifts teaching from proceduralized knowledge transmission to intersubjective engagement.It refers to teacher's response to students'discourse through"reuttering",and is characterized by situational generativity,intersubjective interaction,potential purposiveness and multi-dimensional representation.Classroom revoicing enhances the presentation and openness of both teachers'and students'lived experiences,shifting their discourse power from"static imbalance"to"dynamic equilibrium".It acts as a crucial mediator in fostering a responsible and egalitarian teacher-student relationship and in creating a"polyphonic symphony"within the classroom.The generation of high-quality classroom revoicing requires the collaboration among teachers,school administrators and parents,from designing questions which trigger discourse interactions to facilitating multimodal revoicing in specific contexts;from enriching emotions to cultivating practical intelligence;and from shaping the classroom atmosphere to reconstructing the home-school dynamic.This process cultivates students'dialogical orientation and creates an integrated space forthegeneration of revoicing.

关 键 词：课堂互动 课堂回音 课堂话语 对话教学 

分 类 号：G420[文化科学—课程与教学论]