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看見思維的建構(gòu)與韻律:微觀課堂話語分析研究 版權(quán)信息
- ISBN：9787522531359
- 條形碼：9787522531359 ; 978-7-5225-3135-9
- 裝幀：一般膠版紙
- 冊數(shù)：暫無
- 重量：暫無
- 所屬分類：>>
看見思維的建構(gòu)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(chuàng)造力的表征系統(tǒng)，是人類 重要的交際、思維、記錄工具。哲學(xué)上的“語言轉(zhuǎn)向”對整個(gè)社會學(xué)科都產(chǎn)生了廣泛的影響，在 加具體的層面，教學(xué)也得以被理解為一個(gè)“語言過程”，話語分析成了教學(xué)研究的重要視角。 “'語言學(xué)轉(zhuǎn)向' 早由維也納學(xué)派的古斯塔夫 · 伯格曼在《邏輯與實(shí)在》一書中提出，但這個(gè)提法的廣泛流傳則得益于理查德 · 羅蒂所編的《語言學(xué)轉(zhuǎn)向——哲學(xué)方法論文集》。“語言學(xué)轉(zhuǎn)向”是 20 世紀(jì)西方哲學(xué)的一個(gè)重要趨勢，語言不再僅僅是傳統(tǒng)哲學(xué)研究中涉及的工具，而是成了哲學(xué)反思自身傳統(tǒng)的一個(gè)起點(diǎn)和基礎(chǔ)。這一轉(zhuǎn)向?qū)ι鐣茖W(xué)產(chǎn)生了廣泛的影響，教育學(xué)也不例外。教育的語言學(xué)轉(zhuǎn)向有雙重意蘊(yùn)：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(xiàn)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(xué)也受到了語言轉(zhuǎn)向的影響。古往今來，教學(xué)都離不開語言，教學(xué)理解就是對語言的理解，教學(xué)過程被認(rèn)為是“情感語言、工具語言、智慧語言的游戲”。
看見思維的建構(gòu)與韻律:微觀課堂話語分析研究 內(nèi)容簡介
本研究以“會話分析”作為理論視角，會話分析產(chǎn)生于社會學(xué)和語言學(xué)的互動論思潮，重視探究微觀對話過程，專屬的轉(zhuǎn)寫系統(tǒng)能在精確到0.1秒的尺度上，事無巨細(xì)地呈現(xiàn)師生之間的對話，這種細(xì)致入微地呈現(xiàn)能夠幫助研究者看到師生對答中“思維的構(gòu)建與韻律”。會話分析的“下一個(gè)話輪證明程序”和呈現(xiàn)“語料標(biāo)本”的做法更使其成為了一種實(shí)證的話語分析取徑。會話分析理論中，行為（act）是話輪的構(gòu)建單位，話輪（turn）是對答（相鄰對,adjacency pair）的構(gòu)建單位，對答（相鄰對）是對話（序列, sequence）的構(gòu)建單位，這些概念從小到大，層層向外拓展，構(gòu)成了分析對話的概念工具。
看見思維的建構(gòu)與韻律:微觀課堂話語分析研究 目錄
緒 論··················································································· 1
**章 文獻(xiàn)綜述··································································· 15
**節(jié) 課堂話語的相關(guān)研究 ························································· 15
第二節(jié) 課堂話語中對答的相關(guān)研究 ················································ 26
第三節(jié) 課堂對答內(nèi)話輪的相關(guān)研究 ················································ 42
第四節(jié) 本章小結(jié) ········································································ 49
第二章 研究的理論基礎(chǔ) ························································· 52
**節(jié) 會話分析理論與課堂對答研究的適切性 ································· 52
第二節(jié) 會話分析的主要理論 ························································· 55
第三節(jié) 會話分析的研究步驟 ························································· 67
第三章 研究設(shè)計(jì)與方法 ························································· 73
**節(jié) 研究思路與論文框架 ························································· 73
第二節(jié) 研究方法 ········································································ 76
第三節(jié) 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(jié) 以言行事——課堂對答中話輪完成的行為 ·····························100
第二節(jié) 情感禮貌——課堂對答話輪中行為實(shí)現(xiàn)的方式 ······················· 113
第三節(jié) 本章小結(jié) ·······································································130
第五章 課堂對答的組織特征 ················································· 134
**節(jié) 組織形式——課堂對答中話輪組成的對答結(jié)構(gòu) ·······················134
第二節(jié) 權(quán)力關(guān)系——課堂對答中話輪的獲得與轉(zhuǎn)換 ··························151
第三節(jié) 本章小結(jié) ·······································································163
第六章 課堂對答的場景特征 ················································· 167
**節(jié) 時(shí)空范圍——課堂對答場景中的空間形式與時(shí)間特征 ··············167
第二節(jié) 參與者限制——課堂對答場景中的信息流向與師生關(guān)系 ···········176
第三節(jié) 本章小結(jié) ·······································································187
第七章 課堂對答的影響因素 ················································· 190
**節(jié) 社會思潮對課堂對答的裹挾 ···············································190
第二節(jié) 教育政策對課堂對答的引領(lǐng) ···············································194
第三節(jié) 學(xué)校文化對課堂對答的塑造 ···············································198
第四節(jié) 師生個(gè)體對課堂對答的呈現(xiàn) ···············································201
第五節(jié) 本章小結(jié) ·······································································205
第八章 課堂對答特征研究結(jié)論與討論 ····································· 207
**節(jié) 課堂對答特征研究的結(jié)論 ··················································207
第二節(jié) 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(xiàn)············································································· 243
后 記················································································ 259
展開全部
看見思維的建構(gòu)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(xué)教育學(xué)博士，伊犁師范大學(xué)教育科學(xué)學(xué)院副教授，碩士生導(dǎo)師。長期從事課堂話語分析、深度教學(xué)、國家通用語言文字教育等領(lǐng)域的研究與教學(xué)工作，先后開設(shè)\"學(xué)前教育學(xué)\"\"幼兒教育心理學(xué)\"等多門課程。先后參與國家社會科學(xué)基金項(xiàng)目、主持省部級科研項(xiàng)目共3項(xiàng)；參與編寫專業(yè)教材2 部，在核心期刊及以上刊物發(fā)表論文5篇。曾獲得伊犁師范大學(xué)“科研工作先進(jìn)個(gè)人”等榮譽(yù)。
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