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本文从定位理论的视角出发，探索评价式课堂回音的意义建构。通过对14节小学数学课堂中评价式课堂回音的分析，本文呈现了评价式课堂回音的话语表现形式，从定位理论的视角出发分析了评价式课堂回音的意义建构。研究发现：教师的评价式课堂回音是以补充或整合的方式引导学生就某一问题达成共识；以形式质疑或实质质疑的方式为学生创造自我修正的机会；以限制性或整体性评价转移的方式引导学生建立评价者的身份。基于研究发现，本文就我国评价式课堂回音的灵活性、其传递出的立场和教师身份展开进一步讨论，并形成对教学实践的相关启示。
Abstract：This article explores the meaning construction of evaluative revoicing in classrooms from the perspective of the Positioning Theory. Through the analysis of evaluative classroom revoicing in 14 primary school mathematics classes, this paper presents the discourse manifestations of evaluative classroom revoicing and analyzes the meaning construction in evaluative classroom revoicing from the perspective of the Positioning Theory. The study found that teachers' evaluative classroom revoicing guided students to reach consensus on a certain issue through supplementation or integration; created opportunities for students to make self-repair through ostensible or substantive questioning; and guided students to establish the identity of evaluators through restrictive or holistic evaluation evasion. Based on the findings, this paper discussed the flexibility of evaluative classroom revoicing in China, the positions and the identity of teachers, and provided relevant implications.
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基本信息:
中图分类号:G623.5
引用信息:
[1]秦乐琦.定位理论视角下评价式课堂回音的意义建构[J].全球教育展望,2024,53(06):128-141.
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