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看見思維的建構與韻律:微觀課堂話語分析研究 版權信息
- ISBN：9787522531359
- 條形碼：9787522531359 ; 978-7-5225-3135-9
- 裝幀：一般膠版紙
- 冊數：暫無
- 重量：暫無
- 所屬分類：>>
看見思維的建構與韻律:微觀課堂話語分析研究 本書特色
語言是人類文明的基石，是一種極富創造力的表征系統，是人類 重要的交際、思維、記錄工具。哲學上的“語言轉向”對整個社會學科都產生了廣泛的影響，在 加具體的層面，教學也得以被理解為一個“語言過程”，話語分析成了教學研究的重要視角。 “'語言學轉向' 早由維也納學派的古斯塔夫 · 伯格曼在《邏輯與實在》一書中提出，但這個提法的廣泛流傳則得益于理查德 · 羅蒂所編的《語言學轉向——哲學方法論文集》。“語言學轉向”是 20 世紀西方哲學的一個重要趨勢，語言不再僅僅是傳統哲學研究中涉及的工具，而是成了哲學反思自身傳統的一個起點和基礎。這一轉向對社會科學產生了廣泛的影響，教育學也不例外。教育的語言學轉向有雙重意蘊：語言是教育的工具，語言是教育的家。不同的語言與教育相遇，展現的是不同的教育研究和教育生活圖景。在 加具體的層面，課程與教學也受到了語言轉向的影響。古往今來，教學都離不開語言，教學理解就是對語言的理解，教學過程被認為是“情感語言、工具語言、智慧語言的游戲”。
看見思維的建構與韻律:微觀課堂話語分析研究 內容簡介
本研究以“會話分析”作為理論視角，會話分析產生于社會學和語言學的互動論思潮，重視探究微觀對話過程，專屬的轉寫系統能在精確到0.1秒的尺度上，事無巨細地呈現師生之間的對話，這種細致入微地呈現能夠幫助研究者看到師生對答中“思維的構建與韻律”。會話分析的“下一個話輪證明程序”和呈現“語料標本”的做法更使其成為了一種實證的話語分析取徑。會話分析理論中，行為（act）是話輪的構建單位，話輪（turn）是對答（相鄰對,adjacency pair）的構建單位，對答（相鄰對）是對話（序列, sequence）的構建單位，這些概念從小到大，層層向外拓展，構成了分析對話的概念工具。
看見思維的建構與韻律:微觀課堂話語分析研究 目錄
緒 論··················································································· 1
**章 文獻綜述··································································· 15
**節 課堂話語的相關研究 ························································· 15
第二節 課堂話語中對答的相關研究 ················································ 26
第三節 課堂對答內話輪的相關研究 ················································ 42
第四節 本章小結 ········································································ 49
第二章 研究的理論基礎 ························································· 52
**節 會話分析理論與課堂對答研究的適切性 ································· 52
第二節 會話分析的主要理論 ························································· 55
第三節 會話分析的研究步驟 ························································· 67
第三章 研究設計與方法 ························································· 73
**節 研究思路與論文框架 ························································· 73
第二節 研究方法 ········································································ 76
第三節 研究的信度效度與倫理 ······················································ 97
第四章 課堂對答的話輪特征 ················································· 100
**節 以言行事——課堂對答中話輪完成的行為 ·····························100
第二節 情感禮貌——課堂對答話輪中行為實現的方式 ······················· 113
第三節 本章小結 ·······································································130
第五章 課堂對答的組織特征 ················································· 134
**節 組織形式——課堂對答中話輪組成的對答結構 ·······················134
第二節 權力關系——課堂對答中話輪的獲得與轉換 ··························151
第三節 本章小結 ·······································································163
第六章 課堂對答的場景特征 ················································· 167
**節 時空范圍——課堂對答場景中的空間形式與時間特征 ··············167
第二節 參與者限制——課堂對答場景中的信息流向與師生關系 ···········176
第三節 本章小結 ·······································································187
第七章 課堂對答的影響因素 ················································· 190
**節 社會思潮對課堂對答的裹挾 ···············································190
第二節 教育政策對課堂對答的引領 ···············································194
第三節 學校文化對課堂對答的塑造 ···············································198
第四節 師生個體對課堂對答的呈現 ···············································201
第五節 本章小結 ·······································································205
第八章 課堂對答特征研究結論與討論 ····································· 207
**節 課堂對答特征研究的結論 ··················································207
第二節 課堂對答特征研究的討論 ··················································219
附 錄················································································ 223
附錄一 ······················································································223
附錄二 ······················································································224
附錄三 ······················································································240
附錄四 ······················································································241
參考文獻············································································· 243
后 記················································································ 259
展開全部
看見思維的建構與韻律:微觀課堂話語分析研究 作者簡介
張娟娟，女，東北師范大學教育學博士，伊犁師范大學教育科學學院副教授，碩士生導師。長期從事課堂話語分析、深度教學、國家通用語言文字教育等領域的研究與教學工作，先后開設\"學前教育學\"\"幼兒教育心理學\"等多門課程。先后參與國家社會科學基金項目、主持省部級科研項目共3項；參與編寫專業教材2 部，在核心期刊及以上刊物發表論文5篇。曾獲得伊犁師范大學“科研工作先進個人”等榮譽。
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